^  7.2.S 


3Friim  %  Htbrarg  of 

Irqu^atli? b  bg  l|tm  tn 
tl|^  SItbrarg  of 

Prinrrton  Sllji^nlngtral  S^rmtnatQ 


BV  1533  .M32  1900 
McKinney,  A.  H.  1858-1941. 
Bible  school  pedagogy 


"The  maxim  'Know  thyself'  does  not  suffice: 
Kno^  others,  kno-w  them  <wetl;  that's  my  a.d'vice/' 

QUACKENBOSH. 


Bil)le  Scliool  Mm 


Outlines  for  Normal  Classes 


BY 


V 


A.   H.  McKINNEY,  Ph.D. 


With  an  Introduction  bv 

JESSE    LYMAN  HURLBUT,  D.D. 


New  York:  Eaton  &  Mains 
Cincinnati :  Jennings  &  Pye 


Copyright  by 

EATON  &  MAINS, 

1900. 


GLOSSARY. 


(The  following  definitions  are  from  the  Standard  Dictionary) 


ADOLESCENCE 


APPERCEPTION 


ATAVISM 


DISCIPLINE 


KINDERGARTEN. 


PEDAGOGY 


PRINCIPLES 


PSYCHOLOGY  .  . 


The  period  of  growth  from  childhood 
to  manhood  or  womanhood. 

The  coalescence  of  a  part  of  a  new  idea 
with  an  old  one  by  modification. 

Recurrence,  or  tendency  to  recur,  to  an 
ancestral  type,  peculiarity,  or  disease, 
after  its  disappearance  for  one  or 
more  generations. 

Systematic  training  or  subjection  to 
authority,  or  the  systematic  obedi- 
ence resulting  from  it. 

A  school  for  little  children  in  which 
instructive  diversions,  object  lessons, 
and  healthful  games  are  prominent 
features. 

Is  the  science  that  treats  of  the  prin- 
ciples and  art  of  teaching  as  a  pro- 
fession ;  the  theory  of  education  and 
its  application  in  order  to  secure  the 
best  results  in  instruction  and  train- 
ing;  the  science  and  art  of  teaching. 

General  truths  or  propositions. 

Is  the  science  of  the  human  soul  and 
its  operations  ;  the  science  that  treats 
inductively  of  the  phenomena  of  hu- 
man consciousness,  and  of  the  nature 
and  relations  of  the  subject  of  them, 
the  mind. 


CONTENTS. 


PAGE 

INTRODUCTION 7 

LESSON 

I.     HUMAN  NATURE 9 

II.     HUMAN  NATURE  STUDIED 11 

III.  OUTLINE  OF  PSYCHOLOGY 14 

IV.  OUTLINE  OF  PSYCHOLOGY.— (Continued  ) 16 

V.     REVIEW ig 

VI.     CLASSIFICATION  OF  PUPILS 19 

VII.     THE  KINDERGARTEN  AGE 23 

VIII.     THE  PRIMARY  AGE 25 

IX.     JUNIOR  PUPILS 30 

X.     STUDY  OF  CHILD  NATURE 33 

XL     REVIEW 35 

XII.     EARLY  ADOLESCENCE 35 

XITI.     TEACHERS  OF  ADOLESCENTS 39 

XIV.     THE  BAD  P.OY 42 

XV.     REVIEW 46 

XVI.     MIDDLE  ADOLESCENCE 46 

XVIT.     LATER  ADOLESCENCE 51 

XVIIL     ADULTS 54 

XIX.     REVIEW 56 

XX.     HOW  TO  STUDY  THE  LESSON 57 

XXI.  THREE  APPROVED  PEDAGOGICAL  PRINCIPLES.  60 

XXIT.     BIBLE  SCHOOL  DISCIPLINE 64 

XXIIL     HABIT 69 

XXIV.     SPIRITUAL  POWER 71 

XXV.     REVIEW 75 

BIBLIOGRAPHY 77 


INTRODUCTION. 


THE  Sunday  school  teachers  of  to-day  are  a  mighty  host.  In  the 
United  States  alone  they  number  more  than  a  million  and  a 
half  of  men  and  women,  who  lay  on  the  altar  of  Christ  and  his  Church 
the  voluntary,  unpaid,  cheerful  offering  of  their  time  and  their  labor. 
In  consecration  to  their  Master,  in  devotion  to  their  work,  in  self- 
denial  for  the  cause,  and  in  love  of  their  pupils,  I  believe  that  they  are 
unmatched  by  any  other  body  of  equal  number  in  the  land. 

Of  this  army,  as  of  every  army,  the  one  great  requirement  is  disci- 
pline. These  teachers  need  instruction  in  the  work  which  they  have 
undertaken.  They  hold  in  their  hands  a  mighty  weapon,  the  sword 
of  the  Spirit,  the  word  of  God.  They  need  to  know  this  book  ;  not 
merely  w^ith  the  familiarity  which  enables  one  to  quote  texts  readily, 
but  with  a  knowledge  of  its  structure,  a  development  extending 
through  sixteen  centuries ;  of  its  marvelous  history,  lying  at  the 
basis  of  its  doctrinal  contents;  of  its  lands,  its  institutions,  its  man- 
ners and  customs,  and  its  stream  of  spiritual  power.  No  one  can 
adequately  teach  a  Sunday  school  lesson  until  he  has  a  mental  and 
spiritual  grasp  on  the  great  Book  from  which  all  the  lessons  are 
drawn. 

There  is  another  book,  also,  which  every  teacher  in  the  Sunday 
school  needs  to  study,  not  less  than  he  studies  his  Bible — the  book 
of  his  pupil's  mind.  Before  he  can  pour  into  the  heart  of  his  scholar 
the  water  of  life  from  the  well  of  the  word,  he  must  have  the  key  to 
unlock  that  heart  and  open  it.  The  successful  teacher  needs  to  be 
an  adept  in  the  study  of  humanity,  both  individually  and  collectively. 
"The  study  of  the  child  "  is  in  our  day  the  subject  to  which  the 
greatest  teachers,  and  the  greatest  teachers  of  teachers,  are  devoting 
their  best  energies.  No  book  on  teaching  is  of  value  that  omits  or 
treats  carelessly  this  important  department. 

The  Sunday  school  is  vastly  different  from  the  secular  school. 
One  meets  daily,  the  other  once  a  week ;  one  holds  a  session  of  five 
hours,  the  other  of  an  hour ;  one  has  professional,  paid  teachers,  the 


3  I  NT  ROD  UC  TION. 


other  must,  from  the  nature  of  the  case,  call  in  the  service  of  volun- 
teers, who  work  with  no  other  reward  than  the  joy  of  working  for 
the  Gospel.  The  aims,  the  ideals,  and  the  metliods  of  these  two 
institutions  are  not  altogether  the  same,  though  they  stand  in  close 
relation.  But  the  laws  of  teaching  are  the  same,  whether  the  school 
is  on  Sunday  or  on  Monday ;  and  the  Sunday  school  teacher  deals 
"with  the  same  minds  as  the  secular  teacher. 

We  welcome  this  book  as  a  valuable  contribution  to  the  literature 
for  Sunday  school  teachers.  It  has  been  prepared  by  a  practical 
teacher,  who,  from  experience,  knows  what  Sunday  school  teachers 
need.  Its  lessons  have  been  taught  many  times  before  they  were 
gathered  for  publication,  thus  giving  to  the  book  a  quality  of  practi- 
cality. This  volume  has  not  been  evolved  in  the  study  of  a  theorist, 
but  from  the  experience  of  a  practical  teacher. 

Like  other  books  of  the  Sunday  School  Normal  Series,  this  book  is 
not  for  reading,  but  for  study.  It  is  a  book  of  outlines,  not  a  series 
of  essays.  Wc  commend  it  to  the  Sunday  school  workers  of  our 
land,  feeling  sure  that  a  thorough  knowledge  of  its  pages  will  open  to 
them  the  mind  of  their  pupils  and  will  make  of  teaching  a  new 
work.  Jesse  L.  Hurlbut. 

Chautauqua,  N.  Y.,  August  i,  1900. 


BIBLE   SCHOOL    PEDAGOGY. 


LESSON  I.     HUMAN   NATURE. 

"There's  as  much  human  nature  in  some  folks  as  ihere  is  in  others,  if 
not  more." 

L  Defined.  Human  nature  is  what  a  person  is  because  of  origin, 
birth,  and  disposition. 

IL  Illustrated.  It  is  much  easier  to  illustrate  human  nature  than  to 
define  it.     We  all  recognize  human  nature  when  we  see  its  effects. 

1.  When  our  Master  was  on  earth  he  took  a  little  child  and  said,  "Of 
such  is  the  kingdom  of  heaven  ;"  that  is  to  say,  the  child  exhibited  those 
qualities  of  character  whicli  ought  to  distinguish  those  in  the  kingdom. 
But  O  !  the  exceptions. 

((7)  A  gentleman  once  declared  that  his  three-year-old  grandchild  had  a 
worse  temper  than  an  old  canal  horse.  That  temper  was  the  expression 
of  human  nature. 

(/')  There  is  a  flaxen-haired,  blue-eyed  girl  with  delicately  tinted  counte- 
nance and  regular  features.  How  angelic  she  looks  !  But  watch  !  listen  ! 
See  that  foot  as  it  stamps  the  ground  in  anger.  Hear  that  voice  as  it  de- 
clares, "  I  won't."     That  is  an  expression  of  human  nature. 

2.  There  are  your  boys.  Now  one  of  them  acts  like  a  monkey.  That 
is  liuman  nature.  Another  of  them  acts  like  a  mule.  Tliat  is  human 
nature. 

3.  Did  you  ever  know  a  Christian  to  .insist  on  retaining  a  position  or  to 
follow  a  course  of  action  that  hindered  the  progress  of  the  kingdom  ?  Why 
did  he  do  it  ?     His  human  nature  got  the  better  of  him. 

HL  The  greatest  obstacle  to  Bible  school  work.  Could  the 
workers  of  a  given  school  have  the  opportunity  of  expressing  what  would 
be  most  helpful  to  the  success  of  their  school,  and  then  could  tliey  have 
just  what  they  desire,  the  school  would  not  be  a  success,  because  their 
own  expressions  of  liuman  nature  would  stand  in  the  way.  My  friend  the 
superintendent,  my  friend  the  teacher,  and  my  friend  the  pupil  are  so  in- 
tensely human  that  they  seriously  interfere  with  the  success  of  the  school. 

IV.  The  obstacle  least  considered.  With  the  exception  of  the  study 
of  "  child  nature,"  which  is  but  one  phase  of  human  nature,  until  recently 
very  little  attention  was  paid  by  Christian  workers  to  this  important  study. 
Chicken  nature,  pig  nature,  cow  nature,    horse  nature,   yes,   even   berry 


lo  BIBLE  SCHOOL  PEDAGOGY. 

nature  and  apple  nature,  were  all  studied  ;  but  while  there  were  many  jokes 
about,  and  much  expressed  indignation  against,  the  exhibition  of  human 
nature,  its  study  was  ignored. 

V.  Why  not  studied.  There  are  many  reasons  for  the  avoidance  of 
the  study  of  human  nature. 

1.  We  are  all  human.  At  a  Bible  workeiV  institute  where  this  subject 
was  broached,  and  illustrations  given,  the  conductor  urged  the  workers  to 
express  themselves.  All  remained  quiet.  I'he  leader  asked.  Why  will  you 
not  discuss  this  matter?  Is  it  not  important?  A  worker  replied,  ''Facts 
are  stubborn  things."  True,  but  if  we  desire  to  be  successful  workers  for 
the  Master  let  us  get  at  the  facts,  even  when  we  are  obliged  to  look  at 
ourselves  in  a  way  that  touches  our  self-esteem. 

2.  We  are  foolishly  kind.  We  do  not  wish  to  hurt  the  feelings  of 
others,  so  all  criticisms  of,  and  all  discussions  concerning,  human  nature 
are  carried  on  where  they  do  little  or  no  good.  Imagine  a  teachers'  meet- 
ing discussing  the  foolish  exhibitions  of  human  nature  on  the  part  of  the 
superintendent,  and  he  pleasantly  taking  part  in  the  proceedings.  W^hy 
should  he  not,  for  Christ's  sake  ? 

3.  We  are  lacking  in  courage.  It  is  a  courageous  man  who  will  deal 
with  this  subject  either  when  he  or  some  one  else  is  the  subject  of  tlie  study. 

VI.  Why  it  should  be  studied. 

1.  It  is  a  most  fascinating  study.  The  Greek  philosophers  said,  "Know 
thyself."  Long  ago  it  was  declared,  "The  proper  study  of  mankind  is 
man."  No  study  will  prove  so  interesting  as  the  study  of  human  nature, 
when  carried  on  along  the  proper  lines. 

2.  //  is  a  most  profitable  study.  A  man's  power  for  good  increases  in 
the  ratio  that  he  knows  himself  and  knows  others.  The  kingdom  will  be 
advanced  as  workers  put  into  practice  the  results  of  their  study  of  human 
nature.  Jesus  knew  himself  and  others  thoroughly.  His  followers  should 
try  to  be  like  him  in  this  as  well  as  in  other  respects. 

3.  It  is  a  broadening  study.  If  a  man  who  studies  bugs  receives  breadth 
and  culture  in  his  study,  how  much  more  the  one  who  studies  God's  great- 
est handiwork,  man  ? 

VII.  Result  of  study. 

1.  A  knowledge  of  self. 

2.  A  knowledge  of  others. 

3.  More  patience  with  self  and  more  allowances  made  for  others. 

4.  Less  friction  in  the  work  of  the  kingdom. 

5.  A  desire  to  have  the  divine  nature  supplant  the  human  nature. 

Note. — It  is  of  supreme  importance  to  consider  how  human  nature  may 
be  controlled.     The  result  of  religion  is  not  to  reduce  man  to  a  machine, 


BIBLE  SCHOOL   PEDAGOGY. 


II 


but  to  have  his  powers  so  dominated  that  they  shall  be  used  for  good  and 
not  for  evil.  In  studying  how  this  is  to  be  accomplished  a  marked  distinc- 
tion must  be  made  between  the  child  with  unformed  character  and  the 
adult  whose  character  has  become  fixed  in  varying  degrees  of  rigidity. 

For  the  child  almost  everything  may  be  done  by  wise  supervision. 

A  study  of  the  child's  human  nature  and  a  knowledge  of  the  corrections 
to  be  applied  to  defects  are  what  are  most  needed. 

For  the  adult,  however,  hope  is  only  had  in  the  thought  that  the  Holy 
Spirit  alone  can  dominate  the  evil  nature  in  one.  It  is  only  as  the  divine 
nature  is  allowed  to  come  in  and  possess  the  person  that  the  human  nature 
in  him  will  be  so  controlled  that  it  shall  cease  to  produce  evil  effects. 

BLACKBOARD  OUTLINE. 


HUMAN    NATURE. 

I.  Defined. 
II.   Illustrated. 

III.  The  greatest  obstacle  to  Bible  school  work. 

IV.  The  obstacle  least  considered. 
•     V.  Why  not  studied. 

VI.  Why  it  should  be  studied. 
VII.  Results  of  study.    . 


REVIEW  QUESTIONS. 

What  is  human  nature  ? 

Give  the  illustrations  in  the  text. 

Give  other  illustrations  of  human  nature. 

What  is  the  greatest  obstacle  to  successful  Bible  school  work  ? 

Why  ? 

Why  Is  not  more  attention  paid  to  the  study  of  human  nature  ? 

Why  should  human  nature  be  studied? 

Give  five  results  of  the  study  of  human  nature. 

How  may  human  nature  be  controlled  ? 


LESSON  II.  HUMAN  NATURE  STUDIED. 
I.  Where  ?  There  are  many  persons  who  ought  to  be  students  of  human 
nature  who  shrink  from  the  study  because  they  imagine  that  they  must  go 
somewhere  and  take  an  expensive  course  under  some  noted  professor. 
This  is  a  great  mistake.  The  very  best  place  for  study  is  just  where  you 
are.     Human  nature  ought  to  be  studied : 

1.  In  the  home  of  the  student. 

2.  On  the  street  where  he  lives. 

3.  In  the  place  where  he  works. 


12  BIBLE  SCHOOL  PEDAGOGY, 

4.  In  the  Bible  school  he  attends. 

5.  In  the  community  where  he  resides. 

II.  When  ?     The  answer  to  this  question  is  very  simple : 

1.  At  any  time. 

2.  At  all  times. 

One  night  the  writer,  seated  in  an  elevated  railroad  car,  was  thinking 
over  the  question,  Where  may  persons  study  human  nature  1  Opposite 
him  sat  a  police  officer  in  uniform,  reading  a  newspaper.  As  the  train 
stopped  at  a  station  the  trainman  called  out  the  street  number.  The 
policeman  sat  still  until  the  train  started,  then  he  jumped  up,  made  a  dash 
for  the  closed  gate,  and  was  very  angry  because  the  trainman  Would  not 
allow  him  to  open  the  gate  and  jump  off  the  moving  train.  His  language 
was  more  vigorous  than  elegant  as  he  threatened  "  to  get  square '"with  the 
man  who  was  doing  his  duty.  There  was  an  opportunity  to  study  human 
nature:  a  man  paid  to  protect  life  and  to  preserve  order  boiling  over  with 
rage  because  another  would  not  allow  him  to  risk  his  life  and  break  a 
rule  of  the  railroad  company.  Such  opportunities  for  study  are  every- 
where. 

III.  How? 

1.  Study  human  nature  in  yourself.  There  are  many  who,  as  it 
were,  adjust  a  telescope  to  their  eyes  and  discover  a  flaw  or  a  defect 
in  their  neighbor,  although  he  be  a  mile  away.  He  who  is  to  be  helped 
in  the  study  of  human  nature  would  better  lay  aside  the  telescope  and, 
taking  a  mirror,  look  himself  squarely  in  the  face  until  he  beholds  what 
manner  of  man  he  is. 

A  threefold  process  of  self-examination  is  suggested  for  those  who 
really  desire  to  know  how  human  they  are  : 

{it)  Recall  your  actions  and  carefully  consider  the  motives  that  underlie 
them.  For  example,  a  superintendent  might  ask  himself  concerning  some- 
thing that  he  had  done  in  the  Bible  school :  Was  that  done  selfishly  or  for 
the  glory  of  God?     Was  I  actuated  by  human  nature  or  by  divine  nature? 

{U)  Ask  your  friends  to  tell  you  of  your  mistakes.  Perhaps  nothing  re- 
quires more  grace  than  the  ability  to  receive  from  those  we  love  just  criti- 
cism of  our  foibles  and  frailties. 

(r)  Look  in  the  Bible  as  a  mirror  to  see  yourself  as  you  really  are.  Cole- 
ridge declared,  "  The  Bible  finds  me."  There  are  many  who  have  shut 
their  Bibles  on  some  such  pretense  as.  Until  I  know  who  Cain's  wife 
was  I  cannot  believe  that  book,  while  the  real  reason  for  closing  it  is  that 
the  despised  book  gives  such  a  true  likeness  of  themselves  that  they  cannot 
bear  to  look  at  the  picture. 

2.  Study  human  nature  in  others.     When  you  begin  to  know  yourself, 


BIBLE  SCHOOL  PEDAGOGY.  13 

then  you  are  in  a  position  to  begin  to  understand  others.  Study  those 
about  you,  not  with  the  view  of  discovering  flaws  and  imperfections  and  of 
finding  fault,  but  for  the  purpose  of  helping  them  and  making  allowances 
for  their  frailties.  Only  he  who  understands  human  nature  and  makes 
allowance  for  it  will  be  useful  in  the  kingdom. 

3.  Read  books  and  articles  that  have  to  do  with  the  study  of  human 
Mature.     (For  a  few  specimens  see  Bibliography.) 

4.  Attend  institutes  and  other  gatherings  where  the  study  is  under  dis- 
cussion. 

5.  Be  sensitive  to  the  leadings  of  the  Holy  Ghost,  who  will  guide  you 
into  the  truth  that  will  be  helpful.      (See  Lesson  XXIV.) 

BLACKBOARD    OUTLINE. 


HUMAN    NATURE    STUDIED. 
I.  WHERE?      \  ^j°^"^^; 

3.  Place  of  work. 

4.  Bible  school. 

5.  Community. 

H.  WHEN?  J-.^J^UVrj' 

III.    HOW?  -   '^'ilSitnLation. 

(Jb)  Questioning  friends. 
(c)    Looking  into  the  Bible. 

2.  Study  others. 

3.  Read. 

4.  Attend  institutes. 

5.  Let  the  Spirit  lead. 


REVIEW  QUESTIONS. 

Why  do  many  neglect  the  study  of  human  nature  ? 

Name  five  places  where  human  nature  may  be  studied. 

When  may  human  nature  be  studied  ? 

Illustrate  this. 

Name  three  ways  in  which  human  nature  may  be  studied. 

With  whom  are  we  to  begin  this  study  ? 

Name  three  ways  in  which  we  may  gain  a  knowledge  of  self. 

What  should  be  our  motive  in  studying  human  nature  in  others  ? 

SUPPLEMENT  TO  LESSON  IL 

The  Preacher  Must  Study  Human  Nature. 

Dr.  Berry,  in   a  stirring  .sermon   to  the   Warwickshire  Congregational 
Union  pecently,  made  the  wise  remark  that  "the  study  of  human  charac- 


14         BIBLE  SCHOOL  PEDAGOGY. 

ter  was  a  necessary  point  of  a  preacher's  life,  and  he  could  wish  that  the 
colleges  paid  more  attention  to  this  matter." 

There  is  no  doubt  that  there  is  much  futile  preaching  for  lack  of  ade- 
quate knowledge  of  human  nature.  It  deals  with  truth  in  the  abstract, 
and  those  who  listen  are  not  made  to  feel  its  grip  on  their  practical  lives. 
It  is  one  thing  to  draw  the  bow  at  a  venture  ;  it  is  quite  another  to  send 
the  arrow  into  the  air  right  over  the  hea:ds  of  everybody. 

Nothing  stands  out  more  prominently  in  the  discourses  of  our  Lord,  and 
in  the  addresses  and  epistles  of  his  apostles  as  recorded  in  the  New  Testa- 
ment, than  their  close  application  to  the  actual  lives  of  the  people  who 
listened.  The  suggestion,  therefore,  that  the  concrete  study  of  character 
should  have  a  more  essential  place  in  the  training  of  ministerial  students  is 
one  that  merits  sympathetic  consideration  from  those  who  have  influence 
on  our  college  committees. — London  Christian. 

These  words  are  as  applicable  to  the  teacher  as  to  the  preacher. 


LESSON  III.     OUTLINE  OF  PSYCHOLOGY. 

As  a  knowledge  of  psychology,  which  is  the  science  of  the  mind,  lies  at 
the  basis  of  all  true  study  of  human  nature,  and  therefore  of  all  good  teach- 
ing, we  urge  Bible  school  teachers  to  memorize,  as  the  basis  for  future 
study,  an  outline  of  that  subject.  The  one  we  present  here  is  a  condensa- 
tion of  a  chapter  in  Roark's  Psychology  in  Education^  where  it  is  entitled  : 

A  Classification  of  Mental  Phenomena. 

I.     THE  PHYSICAL  BASIS:    THE  BRAIN  AND  NERVOUS 

SYSTEM. 

While  we  cannot  go  into  details  of  physiology,  a  knowledge  of  that  subject 
is  of  the  greatest  importance  to  the  teacher.  '*  Mind  as  we  know  it  rests 
upon  a  physical  basis,  which  acts  upon  mind,  and  upon  which  mind  acts." 
The  Bible  school  teacher  should  remember  that  not  only  is  "  a  sound  mind 
in  a  sound  body"  greatly  to  be  desired,  but  also  that  "your  bodies  are 
temples  of  the  Holy  Ghost." 

IL    THE  PSYCHICAL  ELEMENT:  THE  MIND. 

A.    Conditions  of  Effective  Mental  Activities. 

I.  Consciousness. 
IL  Attention.     (See  Lesson  XXI.) 
III.  Habit.     (See  Lesson  XXIII.) 


BIBLE  SCHOOL   PEDAGOGY,  15 

B.     Faculties  (Powers  or  Capacities)  of  the  Mind. 

I.  The  Intellect. 

1.  Presentative  faculties  ;  the  physical  senses  and  intuition. 

2.  Representative  faculty;  the  memory. 

3.  Elaborative  faculties  ;  judgment  and  imagination. 
II.  The  Sensibilities  (Susceptibilities) :  Motives. 

1.  Emotions. 

2.  Affections. 

3.  Desires. 
III.  The  Will. 

C.     Operations  of  the  Mind. 
I.  Acquisition. 

1.  Perception  through  the  senses. 

2.  Conception  by  tlie  judgment. 

3.  Retention  by  the  memory, 
II.  Assimilation. 

1.  Conception. 

2.  Reasoning,  inductive  or  deductive. 

3.  Imagining  or  creating. 

4.  Willing. 
III.  Reproduction. 

1.  Creation. 

2.  Expressions  in  {a)  Physical  character. 

(Jy)  Intellectual  character. 
(c)  Moral  character. 

BLACKBOARD  OUTLINE. 


MENTAL  PHENOMENA. 

I.  PHYSICAL  BASIS. 
II.  PSYCHICAL  ELEMENT: 
A.  Con. 


B.  Fac. 


C.  Op. 


I. 

Con. 

II. 

At. 

III. 

Hab. 

I. 

In. 

I.  Pre. 

2. 

Rep. 

3- 

Elab. 

11. 

Sens. 

I,  Em. 

2. 

Af. 

.3- 

Des. 

III. 

Will. 

I. 

Acq. 

I.  Per. 

2. 

Con. 

3- 

Ret. 

H. 

Assim. 

1.  Con. 

2. 

Reas. 

3- 

Imag 

.  Will. 
III.  Rep.  I.  Cre.      2.  Exp.  in  character. 


i6  BIBLE  SCHOOL  PEDAGOGY. 


REVIEW  QUESTIONS. 

What  is  psychology  ? 

Why  is  a  knowledge  of  psychology  necessary  for  the  teacher? 

What  are  the  conditions  of  effective  mental  activities  ? 

Name  the  faculties  of  the  mind. 

Into  what  faculties  may  the  intellect  be  divided? 

Name  the  divisions  of  the  sensibilities. 

Name  the  three  chief  operations  of  the  mind. 

What  is  the  process  of  acquisition  ? 

What  is  the  process  of  assimilation  ? 

In  what  does  reproduction  find  expression  ? 


LESSON  IV.     OUTLINE  OF  PSYCHOLOGY.— (Continued.) 

A.  The  Intellect — the  general  power  of  the  mind  by  which  it  gains 
and  classifies  knowledge — includes  : 

I.  Presentative  Faculties. 

1.  Objective  ;  the  physical  senses  : 

{a)  Touch. 

{b)  Muscular  sense. 

(f)  Temperature  sense. 

(d)  Sight. 

(<')  Hearing. 

(/)  Smell. 

{g)  Taste. 

2.  Subjective  ;  the  intuition. 

II.  Representative  Faculty;  The  Memory. 

1.  Kinds  or  forms  : 

{a)  Involuntary. 
(^)  Voluntary. 
\c)  Verbal. 
{d)  Logical. 

2.  Functions  : 

(«)  To  retain. 
ip)  To  recall, 
(r)  To  recognize. 

3.  Laws : 

{a)  The  law  of  use. 
{J))  The  law  of  interest. 
(^)  The  law  of  attention. 


BIBLE  SCHOOL   PEDAGOGY.  17 


{d)  The  law  of  repetition. 

{e)  The  law  of  association  or  relation,  as  of  time,  place,  cause, 
effect,  etc. 
III.  Elaborative  Faculties. 

1.  Judgment : 

{a)  Rational. 
{J})  Reflective, 
(f)  Relational. 

2.  Imagination  ;  creative. 

B.  The  Sensibilities — are  mental  states  of  pleasure  and  pain.     They 
may  be  classified  as  : 

I.  The  Emotions, 

1.  Physio-psychic  : 

{a)  Cheerfulness. 
{U)  Melancholy, 
(f)  Anxiety. 
{d)  Indifference. 

2.  Intellectual : 

(a)  Surprise. 

\b)  Wonder. 

(^)  Admiration. 

{d)  Happiness. 

(^)  Sorrow. 

(/)  Hope. 

{g)  Fear. 

(//)  Feeling  of  shame. 

(/)  Feeling  of  the  ludicrous. 

(y)  Feeling  of  the  beautiful. 

3.  Moral  : 

{a)  Pity  and  sympathy. 

{b)  Reverence. 

{c)  Awe. 

{a)  Conscience. 

II.  The  Affections. 

1.  Benevolent,  as  love  of  family,  of  country,  of  mankind,  of  God. 

2.  Malevolent : 

(rt)  Anger. 

\b)  Plate, 

(r)  Envy. 

{d)  Jealousy. 


1 8  BIBLE  SCHOOL  PEDAGOGY. 

III.  The  Desires. 

1.  Physical,  for  food,  water,  air,  rest,  exercise,  and  sleep. 

2.  Intellectual: 

{a)  Curiosity. 

\b)  Self-love. 

(r)  Ambition. 

(a)  Imitativeness. 

(^)  The  social  instinct. 

3.  Moral,  the  desire  for  harmony  with  God. 

C.  The  Will — the  power  to  determine  and  execute. 

BLACKBOARD  OUTLINE. 


FACULTIES    OF    THE    MIND. 

A.     INTELLECT. 

I.     Pres.  Fac.     i.  Obj.     T.,  M.  S.,  T.  S.,  S.,  H.,  S.,  T. 

2.  Sub.,  Int. 
II.     Rep.  Fac.      i.  Kinds.     Inv.,  Vol.,  Ver.,  Log. 

2.  Func.      Ret.,  Rec,  Recog. 

3.  Laws.     U.,  L,  A.,  R.,  A. 
III.     Elab.  Fac,     i.  Judg.      Rat.,  Ref.,  Rel. 

2.  Imag. 


B. 

SENSIBILITIES. 
I.     Emot. 

1.  P-P. 

2.  Int. 

3.  Mor. 

C.,M.,  A.,  I. 

S.,W.,A.,H..S.,H.,F.,S..L.,B. 
P.,  R.,A.,C. 

II.     Aff. 

1.  Ben. 

2.  Mai. 

A.,H.,E.,J. 

III.     Des. 

1.  Phy. 

2.  Int. 

3.  Mor. 

C.,S.,A.,I.,S. 

C. 

WILL. 

REVIEW  QUESTIONS. 

What  is  the  intellect  ? 

N.Tme  the  faculties  of  the  intellect. 

Give  the  physical  senses. 

Name  the  kinds  of  memory. 

Give  the  functions  of  the  memory. 

What  are  the  laws  of  the  memory  ? 

What  are  the  elaborative  faculties  ? 

What  kinds  of  judgment  are  there  ? 

Give  the  divisions  of  the  sensibilities. 

Name  the  physio-psychic  emotions. 

Name  the  intellectual  emotions. 

What  two  general  classes  of  affections  are  there  ? 

Name  the  intellectual  desires. 

What  do  you  understand  by  the  moral  desire  ? 

What  is  the  will  ? 


BIBLE  SCHOOL   PEDAGOGY.  19 


LESSON  V.     REVIEW. 

It  will  be  helpful  for  the  pupil  to  review,  as  frequently  as  possible,  all 
the  lessons  that  have  been  studied.  In  addition  to  this  general  review,  it 
will  be  of  great  advantage  to  have  a  special  review  at  times.  The  Review 
Questions  following  each  lesson  are  suggestive.  To  these  others  may  be 
added,  or  for  them  others  substituted  by  the  teacher.  For  those  who  wish 
to  go  deeper  into  the  various  subjects  than  is  possible  in  these  outlines, 
books  are  recommended  in  the  Bibliography.  Some  of  the  lessons  have 
supplements,  which  may  form  the  basis  of  class  discussion. 

The  preceding  lessons  should  form  the  subject  of  this  first  review. 
If,  however,  difficulty  is  experienced  in  memorizing  Lessons  III  and  IV, 
too  much  time  should  not  be  spent  on  them. 


LESSON  VI.     CLASSIFICATION  OF  PUPILS. 

Note. — Concerning  one  point  there  can  be  no  differences  of  opinion  as 
we  study  the  matter  of  grading  our  pupils,  namely,  any  divisional  lines 
must  be  more  or  less  arbitrary.  One  girl  of  thirteen  is  as  well  developed 
physically,  mentally,  or  spiritually  as  another  girl  of  sixteen.  The  city  boy 
of  twelve  is  far  ahead  of  his  country  cousin  in  many  respects,  while.in  other 
regards  the  palm  of  superiority  must  be  awarded  to  the  country  lad.  Chil- 
dren of  the  same  parents  present  widely  varying  characteristics.  It  is  im- 
possible to  find  a  group  of  boys  or  of  girls  so  evenly  matched  that  they 
may  be  treated  all  alike.  All  this  makes  the  task  of  classifying  and  grading 
a  Bible  school  a  most  difficult  one.  Nevertheless  some  general  principles 
may  be  laid  down  and  followed  to  the  advantage  of  all  in  the  school. 

As  a  basis  for  study  the  classification  adopted  by  the  Bible  Normal 
College  of  Springfield,  Mass.,  is  here  given  with  slight  modification. 

I.   Childhood,  age  two  to  eight.     This  is  subdivided  into: 

1.  The  kindergarten  age,  two  (or  three)  to  five. 

2.  The  primary  age,  six  to  eight. 

It  is  wrong  to  talk  about  the  kindergarten  of  the  Bible  school.  Wise 
primary  workers  are  averse  to  turning  any  part  of  the  Bible  school  into  a 
kindergarten,  because  the  thought  of  play  should  be  kept  for  places  other 
than  God's  house,  and  for  times  other  than  the  Lord's  Day.  The  little 
ones  should  be  taught  reverence  very  early  in  life.  That  kindergarten 
principles  may  be  applied  in  the  Bible  school  in  the  instruction  of  children 
under  five  years  of  age  has  been  demonstrated  by  the  best  workers. 
Foolish   and  superficial   teachers  have  done  much  harm  here.     The  very 


20  BIBLE  SCHOOL  PEDAGOGY. 

best  teachers  should  be  assigned  to  the  little  children  of  both  the  kinder- 
gai-ten  and  the  primary  age. 

II.  Boyhood  and  girlhood,  age  nine  to  twelve.  Children  of  this  age 
form  the  junior  department  of  the  Bible  school.  The  distinction  between  them 
and  the  primary  pupils  is  marked  by  the  ability  of  the  former  to  read.  In 
our  day  schools,  somewhere  between  eight  and  nine  years  of  age,  the  children 
begin  to  read,  and  as  their  ability  to  do  so  opens  up  for  them  a  new  world, 
they  should  be  separated  from  the  younger  children,  and  their  ability  to 
read  made  use  of  in  teaching  them. 

So  much  attention  has  been  paid  to  the  primary  that  it  is  now  in  many 
respects  the  best  department  in  most  Bible  schools.  There  the  very  best 
teaching  is  done.  But  a  very  sad  thing  frequently  happens  when  pupils 
are  promoted  from  this  department.  Boys  and  girls  who  have  been  in- 
structed in  a  room  where  there  are  maps,  pictures,  symbols,  a  blackboard, 
etc.,  by  a  teacher  who  has  made  a  study  of  the  most  improved  methods, 
are  frequently  transferred  into  the  main  room,  where  none  of  these  things 
are  used,  to  be  instructed  by  a  young  man  or  young  woman  who  has  been 
impressed  into  teaching  with  little  or  no  preparation  for  their  work. 

What  is  the  remedy?  The  formation  of  a  junior  class  or  a  junior  de- 
partment of  boys  and  girls  from  nine  to  twelve  years  old.  They  should  be 
selected  because  of  their  ability  to  read,  and  much  should  be  made  of  their 
reading.  Boys  and  girls  may  be  together  in  the  same  class,  and  they 
should  have  a  teacher  trained  in  primary  methods,  who  will  make  the  class 
not  so  totally  unlike  what  the  pupils  have  been  accustomed  to  as  to  cause 
them  to  experience  a  shock  at  the  change,  and  who  will  adapt  his  or  her 
teaching  to  the  developing  intelligence  and  powers  of  the  pupils.  Next  to 
the  primary  class  the  junior  grade  should  have  the  very  best  teachers. 

One  way  to  help  solve  the  problem  of  keeping  the  young  men  and  young 
women  in  the  Bible  school  is  by  paying  more  intelligent  and  prayerful  at- 
tention to  the  pupils  of  the  junior  grade,  especially  when  they  approach 
the  age  of  twelve.  Many  superintendents  would  be  very  much  surprised 
if  they  really  knew  how  many  of  their  pupils  drop  out  of  school  at  about 
this  age. 

III.  Adolescence,  the  period  between  childhood  and  manhood  or 
womanhood.  During  this  period  mighty  forces  come  into  operation  in  the 
physical,  intellectual,  and  spiritual  nature  of  young  persons.  Hence  it  is  a 
most  important  time  from  many  standpoints.  Much  depends  on  the 
teacher's  knowledge  of  those  forces,  and  his  wisdom  in  dealing  with  them. 
This  age,  which  reaches  from  about  twelve  to  about  twenty-four,  may  be 
subdivided  as  follows  : 

I.  Early  adolescence,  age  twelve  years  to  sixteen  years. 


BIBLE  SCHOOL   PEDAGOGY.  21 

2.  Middle  adolescence,  age  sixteen  years  to  eighteen  years. 

3.  Later  adolescence,  age  eighteen  years  to  twenty-four  years. 

In  our  study  we  designate  those  who  are  in  the  period  of  early  adoles- 
cence as  the  intermediate  boy  and  the  intermediate  girl,  and  consider  those 
who  are  in  the  second  and  third  periods  as  the  young  men  and  young  women, 

IV.  Maturity.  Under  this  heading  we  group  all  those  above  the  age 
of  adolescence,  of  whom  there  is  an  ever-increasing  number  in  our  Bible 
schools,  and  to  whom  a  more  intelligent  attention  is  now  being  paid  than 
ever  before.    We  shall  consider  the  pupils  of  this  age  in  the  lesson  on  adults. 

BLACKBOARD  OUTLINE. 
CLASSIFICATION   OF   PUPILS. 

NOTE  DIFFICULTIES. 
I.  CHILDHOOD- 

1.  Kindergarten,  Age  2-5. 

2.  Primary  "     6-8. 

II.  BOYHOOD  AND  GIRLHOOD,  Q-12. 
The  Junior  Department. 

III.  ADOLESCENCE: 

1.  Early,  12-16. 
The  Intermediate  Grade. 

2.  Middle,  16-18. 

3.  Later,  18-24. 

IV.  MATURITY. 

REVIEW  QUESTIONS. 

Why  is  it  so  difficult  to  classify  and  to  grade  pupils  ? 

What  divisions  have  we  adopted  in  our  classification  ? 

Give  the  ages  of  the  pupils  in  each  of  these  divisions. 

What  are  the  two  subdivisions  of  childhood  ? 

What  is  the  kindergarten  age  ? 

What  is  the  primary  age  ? 

Shall  we  have  a  kindergarten  in  the  Bible  school  ? 

Give  a  reason  for  your  answer. 

What  may  the  Bible  school  borrow  from  the  kindergarten  ? 

What  kind  of  a  teacher  should  be  given  to  the  little  children? 

What  is  the  junior  department  ? 

Who  should  be  put  into  this  department  ? 

What  ability  on  the  part  of  the  pupil  should  be  taken  advantage  of? 

What  kind  of  teachers  should  this  department  have  ? 

What  is  one  way  to  keep  our  young  people  in  the  Bible  school  ? 

What  do  you  mean  by  adolescence  ? 

Why  is  it  an  important  period  ? 

What  are  its  subdivisions  ? 

What  are  the  ages  of  each  division  ? 

What  is  maturity  ? 


22 


BIBLE  SCHOOL   B  ED  AGOG  Y. 


I 


I 


O 


00 


o 


o 


Oh 

1:3 
in 


o 

o 

o 
CO 


a 

3 

cS 

.2 

'Ti 

istian 
hristi 

4-* 

3     w 

rt     3 

1) 

o    o 

»— 1 

4-> 

O 

2   E 

4-( 

-S           o 

g" 

3 
< 

CO 
CO 

udies  in  0 
New  Test£ 
History. 

utline  Stud 
Church  Hi 

utline  of  C 
Doctrine. 

Methods  of 

Work. 

he  Origin 
Growth  of 
Missions. 

4-1 
if) 

O 

O               S 

H 

. 

t4-l 

t.4 

H 

3 

O 

>'       '^-         l» 

_C        m 

. 

"O       rt 

k          <u        '^       „ 

CO 

* 

OO 

I    -JO 
[Of    I 

M 

i 

eStu 
of  P; 

^     "S    .«      ^ 
.        ^      8     -^ 

in 

d 

utlin 
Life 

ymns — " 
7ny  God, 
The  mar 
is  break 

ro 

1          "f 

«      in 

• 
HH 

3      ^^ 

<; 

ffi           :: 

«) 

•4.^ 

fi 

io 

ted 
Mem- 

4-* 

p5 
u 
O 

•6 

4; 

1 

f  Outline  of 
Testament 
ory  and  Geog- 

y- 

ymns — "  From. 
Greenland' s  icy 
mountains:'' 
My  faith  looks  up 
to  Thee." 

* 
HH 

i 

ID 

1 

y  Selec 
to  be 

-a 

c 

03 

4-> 

ft 

t— 1 

N 

< 

4J              ■"    ^ 

•u  2  .2   ft 

♦ 

4) 

J3 

PQ  O  K    2 

(N 

o 

H 

<; 

K            s 

1 

ft 

4J 

k 

O 

c 

♦ 

1 

he  Ten  Command 
ments  [in  full]. 

3 
u 

o 

•a 

3 

> 

0) 

the   Books    of  th 
Bible. 

he  First  Psalm. 

utline   Map   of 
Palestine. 

H 

C^ 

H          O 

E 

Jfi 

Ln 

"^  "TT 

4->                                    ^ 

4^ 

J^ 

s  s 

13                  R 

4.1 

««   k        a 

1)              <a 

a 

• 

O 

lA 

i^   " 

•5        H 

3                 t,'^ 

ON 

he  Story  of  ' 
Life. 

4) 

H 

4) 

4) 

3 

4-1 

m 

4> 

he    Ten    Co 
ments  [short 

he    Books   of 
Bible. 

3                 8   '. 

^          Is 
is  * 

oi    lb 

4)    i"          3    V 

« 

H 

H 

H 

H             H 

H           K 

Uh 

1               t^- 

o 

" 

rt 

3                 e' . 

C 

SO 

CO 

1) 

4-1 

.s  • 

•^5 

PL, 

m 

o 

4> 

e  Shepherd  Psalm 
e  Golden  Rule 

Luke  6.  31). 

e  Children's  Invit 
ion  (Matt.  19.  14). 

d's   Gift   (John   3 

')  Texts  for  the  Fi 
gers. 

^ymn— "  /  think, 
when   I   read    th< 
sweet  story  of  old 

VA 

oU 

X. 

jC       X 

-— '       JS  -H*         0  •■ 

H 

H     H 

H          0 

^          W             1 

On 

8 


h4 

o 

H 

Q 
H 


BIBLE  SCHOOL   PEDAGOGY.  23 


LESSON  VII.     THE  KINDERGARTEN  AGE. 

I.  What  precedes  ? 

In  many  Bible  schools  the  little  one's  relation  to  the  school  begins  very 
soon  after  birth,  when  the  infant  is  enrolled  as  a  member  of  the  school  on 
the  Cradle  Roll.     The  value  of  this  enrollment  is  threefold: 

1.  It  shows  the  school's  interest  in  the  little  one. 

2.  It  secures  the  parents'  interest  in  the  school. 

3.  The  child  who  is  already  an  enrolled  member  of  the  school  easily 
becomes  an  attending  member  as  soon  as  age  and  circumstances  permit. 

II.  What  is  it  ?     From  about  three  to  six  years. 

How  early  would  you  admit  the  little  ones  into  the  Bible  school  ?  is  a 
question  frequently  asked.  Just  as  young  as  anyone  will  bring  them  and 
take  care  of  them,  is  the  answer  often  given.  It  suggests  a  very  important 
point,  namely.  There  must  be  order,  even  among  the  very  little  folks,  or  they 
will  not  derive  any  benefit  by  coming  together.  Hence,  the  age  of  a  class 
of  very  young  children  will  be  determined  by  the  number  of  persons  who 
are  willing  to  look  after  the  pupils.  But  suppose  no  one  can  come  with 
them  ?  Then  admit  them  when  they  are  old  enough  to  submit  to  the 
discipline  necessary  for  the  welfare  of  the  class. 

Better  have  no  kindergarten  class  in  the  Bible  school  than  to  make  it  a 
mere  playtime  or  a  mere  nursery  to  which  tired  mothers  may  bring  or 
send  their  little  ones.  For  the  sake  of  what  depends  upon  it,  discipline 
should  be  maintained.  "  The  aim  in  discipline  is  to  make  each  child  self- 
governing,  and  at  the  same  time  to  teach  him  his  responsibility  toward, 
and  dependence  upon,  the  community  of  which  he  is  a  part." — The 
Kindergarten  in  a  Nutshell^  by  Nora  Archibald  S/nith. 

A  child  who  is  too  young  to  receive  the  benefits  of  such  discipline  should 
either  be  kept  at  home  or  should  be  accompanied  by  some  one,  who  can 
take  him  from  the  room  when  his  presence  Avould  interfere  with  the  rights 
of  the  others. 

III.  Characteristics  of. 

There  are  many  characteristics  of  the  little  ones  that  might  be  touched 
on  here,  but  we  will  content  ourselves  with  considering  seven  which  should 
always  be  borne  in  mind  when  dealing  with  them. 

1.  ignorance.  The  kindergartner  is  aware  of  this  characteristic,  and 
is  spared  many  pangs  and  much  wasted  effort  by  taking  nothing  for  granted. 
The  teacher  of  children  of  the  kindergarten  age  should  not  murmur  at  the 
ignorance  of  her  pupils,  but  should  rejoice  in  the  opportunity  she  has  of 
imparting  the  truth. 

2.  Curiosity.     The  child  is  known   as   an  interrogation  point.      "  For 


24  BIBLE  SCHOOL  PEDAGOGY. 


the  mother  of  a  large-size  interrogation  point  there  is  no  retreat."  While 
questions  must  be  asked  to  learn  the  extent  and  correctness  of  the  pupil's 
knowledge  of  the  object  of  study,  the  very  best  teaching  is  done  by  the 
teacher  who  satisfies  the  child's  curiosity.  Dangerous  as  the  procedure 
may  seem  to  be,  the  little  ones  must  have  the  privilege  of  asking  questions. 

3.  Restlessness.  When  a  young  child  remains  quiet  for  a  length  of 
time  we  may  be  quite  sure  that  there  is  something  wrong.  The  healthy 
child  will  not  continue  long  in  one  position,  nor  give  attention  for  any 
length  of  time  to  one  thing.  The  kindergarten  has  taught  the  Bible  school 
two  much-needed  lessons,  namely  : 

{a)  There  must  be  variety  in  presenting  truths. 
{b)  The  child  must  be  allowed  to  do  something. 

4.  Jmitativeness.  The  teacher  should  take  advantage  of  this  charac- 
teristic to  make  use  of  the  child's  restlessness.  If  she  stands  before  the 
class  talking,  she  will  soon  have  a.  body  of  inattentive  little  wrigglers -who 
have  no  interest  in  what  she  is  saying.  If,  on  the  contrary,  she  talks  less 
and  does  things  which  her  class  can  imitate  her  in  doing,  she  and  they  will 
have  a  happy  and  profitable  time.  The  child's  imitation  is  largely  due  to 
its  instinct  of  sympathy. 

5.  Wonder.  The  world  is  new  to  the  child,  and  full  of  wonderful  things. 
That  picture  of  Jesus  walking  on  the  water — what  a  wonderful  thing  that 
is  !  What  lessons  concerning  God's  power  and  love  may  the  little  mind 
and  heart  receive  from  the  teacher  who  has  learned  to  make  the  proper  use 
of  her  pupils'  wonder  ! 

6.  Fear.  Foolish  and  wicked  parents  make  use  of  the  fears  of  children 
to  their  lifelong  hurt.  The  teacher  who  understands  what  a  part  this 
emotion  plays  in  the  life  of  the  child  can  make  most  telling  use  of  it  by 
teaching  the  child  what  should  be  feared  and  what  should  not.  Many  a 
child,  wrongly  instructed,  grows  up  to  fear  God,  instead  of  fearing  sin  and 
its  consequences. 

7.  Love.  The  child  must  love.  The  only  question  is,  On  what  shall 
the  little  one's  wealth  of  love  be  expended?  The  answer  to  this  question 
will  depend  largely  on  the  training  of  the  child.  Many  persons  do  not 
love  their  God  and  their  Saviour  because  they  were  not  taught  to  love  them 
in  early  life.  Wise  is  the  teacher  who  appreciates  her  privilege  and  accepts 
her  opportunity  by  taking  advantage  of  this  characteristic  of  childhood. 


BIBLE   SCHOOL   PEDAGOGY. 


25 


BLACKBOARD  OUTLINE. 


THE    KINDERGARTEN    AGE. 

L    WHAT  PRECEDES? 
I.  Cradle  Roll. 
2    Its  Value. 
IT.     WHAT  IS  IT? 

III.     CHARACTERISTICS  OF: 
I.   Ign'orance. 
Curiosity. 
Restlessness. 
Imitativeness. 
Wonder. 
Fear. 
Love. 


2. 

3- 
4- 
5- 
6. 

7- 


REVIEW  QUESTIONS. 

What  is  the  Cradle  Roll  ? 

State  its  threefold  value. 

At  what  age  should  pupils  be  admitted  to  the  Bible  school  ? 

Why  should  order  be  maintained  in  the  kindergarten  class  ? 

What  is  the  aim  of  discipline  ? 

Name  seven  characteristics  of  the  kindergarten  age. 

Show  how  the  teacher  may  take  advantage  of  each  of  these  characteristics. 


LESSON  VIII.     THE  PRIMARY  AGE. 

A.  Not  Clearly  Defined.  For  convenience  of  classification,  we  say 
that  children  from  six  to  nine  years  of  age  are  included  in  this  division,  but 
it  must  be  borne  in  mind  that  some  of  the  characteristics  of  the  earlier  age 
belong  to  this  one,  some  are  intensified,  and  some  are  modified.  Some  of 
the  traits  of  adolescence  begin  to  manifest  themselves. 

B.  Individuality  in.  More  and  more  should  the  children  of  this  age 
be  individualized.  No  two  are  exactly  alike  at  any  time,  but  now  they 
begin  to  manifest  their  individuality,  therefore  we  cannot  deal  with  them 
as  a  class.  If  we  are  to  obtain  the  best  results,  each  must  be  specialized. 
Hence,  the  individual  must  be  studied.  One  result  of  this  study  will  be 
the  conviction  that  all  have  not  the  same  traits,  and  that  those  who  have 
characteristics  in  common  exhibit  them  in  varying  degrees.  However,  to 
help  us  in  our  study,  we  may  look  at  some  of  the  more  marked  and 
common — 


26  BIBLE  SCHOOL   PEDAGOGY. 

C.  Characteristics  of. 

I.  Activity.  The  restlessness  of  the  earlier  age  now  finds  vent  in 
doing  something.  "What  was  the  text?"  The  little  girl  answered: 
"  Children,  obey  your  parents,  and  do  it  quick."  The  second  clause  was 
her  own,  and  expressed  her  own  activity.  The  alert  teacher  will  take 
advantage  of  this  characteristic  of  childhood  in  three  ways : 

1.  Give  the  child  something  to  do.  Children  who  are  classed  as  inat- 
tentive and  disorderly,  when  compelled  to  sit  still  and  listen  to  the 
effusions  of  a  teacher,  become  interested  and  orderly  when  they  have 
something  to  do.     "  Self-activity  is  the  key  principle." 

2.  Keep  active  yourself.  The  listless,  inanimate  teacher  is  responsible 
for  the  indifference  of  the  little  folks.  The  teacher  who  stands  before  the 
class  full  of  life  and  activity  has  the  attention  of  her  class.  Nowhere  moi^e 
than  in  the  primary  class  room  should  Rom.  12.  I  be  literally  carried  out. 

3.  Have  endless  variety  in  methods  of  presenting  facts  and  truth.  The 
same  truth  may  be  presented  over  and  over  again,  but  not  often  in  the 
same  way. 

II.  Imagination.  Just  as  the  little  body  is  on  the  go,  so  the  young 
mind  runs,  often  into  what  seems  to  be  riot.  "  Dr.  Sully  tells  of  a  girl  of 
four  who  imagined  she  was  a  thrush  and,  to  her  mother's  horror,  ate  up  a 
worm."     Stevenson  has  shown  us  the  child's  power  of  imagining  in 

The  Land  of  Counterpane. 

And  sometimes  for  an  hour  or  so 
I  watched  my  leaden  soldiers  go, 
With  different  uniforms  and  drills. 
Among  the  bedclothes  through  the  hills. 

And  sometimes  sent  my  ships  in  fleets. 
All  up  and  down  among  the  sheets, 
Or  brought  my  trees  and  houses  out. 
And  planted  cities  all  about. 

Hints  for  the  Teacher. 

1.  Cultivate  your  own  imagination,  or  you  will  not  be  able  to  sympathize 
with  and  interest  the  children. 

2.  In  teaching  make  frequent  use  of  the  child's  imagination. 

3.  Learn  to  tell  stories,  biblical  and  others,  that  will  appeal  to  the 
imagination  of  the  children. 

4.  Use  with  discrimination  the  blackboard,  pictures,  objects,  symbols, 
gestures,  etc.,  which  will  stimulate  the  imagination  and  help  the  child  see 
what  you  are  trying  to  impress. 

5.  Hold  up  very  high  ideals  of  character  before   the  children,  and  their 


BIBLE   SCHOOL    PEDAGOGY.  27 


imagination  will  help  them  to  understand  and  imitate  them.  "  That 
image  becomes  most  permanent  which  is  most  constantly  kept  before  the 
mind." — Roark. 

Note. — Do  not  accuse  a  child  of  lying  until  you  are  sure  that  you  un- 
derstand its  reason  for  making  a  statement.  A  child  imagines  a  thing,  and 
then  talks  about  it  as  if  it  were  real.  Show  the  child  wherein  it  is  wrong, 
but  do  not  brand  it  as  a  liar. 

III.  Affection.  This  trait  may  be  used  as  a  mighty  leverage  for  good. 
The  teacher  should  : 

1.  Love  her  pupils.  "I  do  not  love  children  nor  music,"  said  a 
teacher.  The  reply  was  :  "  You  have  no  right  to  be  teacher  of  a  primary 
class." 

2.  Get  the  pupils  to  love  her.  Formerly  there  were  teachers  who  de- 
clared, "  I  do  not  encourage  my  pupils  to  love  me  because  I  want  them  to 
love  God."  Now  the  intelligent  teacher  says,  "  Through  their  love  for  me 
I  will  teach  my  pupils  to  love  God." 

3.  Direct  the  love  of  the  pupil  so  that  it  is  centered  on  God  and  on 
"whatsoever  things  are  honorable,  whatsoever  things  are  just,  whatsoever 
things  are  pure,  whatsoever  things  are  lovely"  (Phil.  4.  8). 

IV.  Sensitiveness.  Children  are  easily  affected  by  outside  influences. 
They  will  not  speak  their  minds  as  will  adults,  but  they  will  brood  over  a 
hurt  or  an  injustice.     The  teacher's  duty  therefore  is  to — 

1.  Guard  against  hurting  the  child's  feelings  by  word  or  action. 

2.  Keep  an  edge  on  the  child's  sensitiveness.  As  we  grow  older  we  are 
less  and  less  sensitive  to  evil  on  the  one  hand,  and  on  the  other  to  the 
promptings  of  God's  Spirit.  Noble  is  the  work  of  a  teacher  who  helps  the 
children  to  be  so  sensitive  that  they  shudder  at  evil  and  yield  to  the  lead- 
ings of  the  Spirit. 

3.  Surround  the  child  by  those  influences  which  will  help  develop  a 
strong  character. 

4.  Set  a  good  example.  The  child  has  high  ideals.  The  teacher 
occupies  a  very  exalted  position  in  the  child's  mind.  It  is  a  great  shock 
to  the  pupil  to  discover  that  the  teacher  does  not  measure  up  to  the  very 
highest  ideals.  Therefore,  in  regard  to  any  action  or  line  of  conduct,  two 
questions  should  be  constantly  in  the  teacher's  mind  : 

(a)  Is  it  right  ? 

ip)  What  eftect  will  it  have  on  my  pupils  ? 

V.  Reverence.  It  has  been  said,  "The  child  is  naturally  religious." 
While  this  statement  may  be  questioned,  still  it  may  be  affirmed  that  the 
average  child  has  faith   in  God,  whom   he   recognizes  in  many  so-called 


28  BIBLE  SCHOOL   PEDAGOGY, 

natural  phenomena,  and  has  a  fairly  good  appreciation  of  the  difference 
between  right  and  wrong.     The  teacher's  duty  is : 

1.  To  encourage  the  child's  faith  in  God,  and  always  to  endeavor  to  put 
it  on  a  rational  basis,  so  as  to  avoid  those  shocks  in  after  life  which  are 
experienced  by  those  who  discover  that  their  religion  has  been  founded 
upon  superstition. 

2.  By  example  and  precept  to  deepen  the  child's  reverence  for  holy 
things.  God's  name,  God's  day,  God's  house,  and  God's  book  should  be 
so  treated  and  spoken  of  by  the  teacher  that  naturally  the  child  will  grow 
up  to  reverence  these  things.  Example  and  precept  going  hand  in  hand  are 
mighty  forces  in  the  child's  life. 

BLACKBOARD  OUTLINE. 


THE    PRIMARY  AGE. 

A.  NOT  CLEARLY  DEFINED. 

B.  INDIVIDUALITY  IN. 

C.  CHARACTERISTICS  OF: 

I.     Activity. 

Taken  advantage  of — 

II.     Imagination. 

Hints. 

III.  Affection. 

Teacher  should — 

IV.  Sensitiveness. 

Teacher  should — 
V.     Reverence. 

Teacher's  duty. 


REVIEW  QUESTIONS. 

Why  is  it  difficult  to  clearly  define  the  primary  age  ? 

Why  cannot  we  deal  with  children  as  a  class  ? 

What  will  be  a  result  of  the  study  of  individuals  ? 

Give  five  marked  characteristics  of  the  primary  age. 

In  what  three  ways  may  the  teacher  take  advantage  of  the  activity  of  the  child  ? 

Give  five  hints  that  will  help  the  teacher  to  make  use  of  the  child's  imagination. 

Why  should  we  be  careful  in  accusing  children  of  lying? 

How  should  the  teacher  make  use  of  the  child's  affection  ?  ' 

What  is  the  teacher's  duty  in  respect  to  the  child's  sensitiveness  ? 

What  two  questions  should  the  teacher  ask  concerning  her  conduct  ? 

What  is  the  teacher's  duty  in  reference  to  the  child's  faith  ? 

How  may  the  teacher  deepen  the  child's  reverence  ? 


BIBLE   SCHOOL   PEDAGOGY.  29 

SUPPLEMENT  TO  LESSON  VIIL 
How  Rebuffs  of  Childhood  Sting. 

An  elderly  business  man  received  a  pretty  hard  "  turn  down  "  the  other 
day  in  the  office  of  a  young  financier  of  this  city,  to  wliom  he  had  sub- 
mitted a  commercial  proposition. 

"You  gave  him  rather  a  jolt,"  remarked  a  visitor,  grimly,  as  the  old 
gentleman  departed. 

"I  know  I  did,"  replied  the  capitalist,  "and  really  I  shouldn't  have 
done  it.  The  scheme  was  not  so  bad,  but — but — well,  I  just  couldn't  help 
it.  I'll  tell  you  why.  When  I  was  a  boy  that  man  used  to  be  a  visitor  at 
our  house.  He  was  quite  a  friend  of  my  father,  and  they  had  some  deal- 
ings together,  which,  so  far  as  I  know,  were  very  satisfactory.  In  fact,  he 
is,  without  doubt,  a  thoroughly  honorable  and  upright  man.  Put  one  day 
— I  will  not  forget  it  as  long  as  I  live — I  was  playing  on  the  gallery  when 
he  came  out  in  a  tremendous  hurry  and  started  for  the  stairs.  I  had  been 
blowing  bubbles  and  some  small  pieces  of  wet  soap  had  fallen  on  the  floor. 
He  stepped  on  one,  slipped,  and  hurt  his  knee  slightly  on  the  banister. 
*  Don't  you  know  any  better  than  to  leave  soap  lying  around  like  that  ? ' 
he  exclaimed,  roughly.  I  was  so  distressed  that  I  could  make  no  reply, 
and  only  stammered  unintelligibly.  '  You  are  a  fool  ! '  he  said,  and  walked 
away.  If  he  had  stormed  and  blustered  I  would  have  forgotten  the  affair 
in  ten  seconds,  but  he  spoke  the  words  coldly  and  in  a  sneering  tone  that 
wounded  me  to  the  heart.  It  turned  me  sick  with  shame  and  humiliation, 
and  while  a  thousand  things  of  real  importance  have  faded  from  my 
memory,  that  chance  expression  is  as  fresh  and  clear  as  if  uttered  this 
morning.  I  have  had  an  aversion  to  the  man  ever  since,  and,  foolish  as  it 
seems  to  say  it,  that  is  the  real  reason  why  I  declined  just  now  to  enter- 
tain his  proposition,  which  meant  to  him  some  thousands  of  dollars. 

"  If  he  knew  the  facts  he  would  be  amazed  beyond  expression.  I  tell 
you  this  story,"  added  the  financier,  gravely,  "because  it  seems  to  me  to 
carry  a  small  moral.  I  am  convinced  that  nearly  all  of  us  underestimate 
the  sensitiveness  of  children,  the  mysterious  complexity  of  their  minds.  A 
careless  word  may  cause  them  profound  anguish.  It  may  leave  an  indeli- 
ble mark  upon  the  character.  We  should  be  careful  about  such  things." — 
New  Orleans   Times-Democrat. 


30  BIBLE  SCHOOL  PEDAGOGY. 

LESSON  IX.     JUMIOR  PUPILS. 

The  intelligent  attention  that  has  been  paid  to  primary  methods  during 
the  past  few  years,  resulting  in  the  better  teaching  of  the  little  folks  in 
consequence  thereof,  is  now  being  imitated  with  reference  to  those  pupils 
who  ought  by  reason  of  age  and  intelligence  to  be  promoted  from  the 
primary  class. 

L  Age.  The  junior  grade  includes  pupils  between  the  ages  of  nine 
and  twelve.  For  them  should  be  provided  a  class  distinct  from  the  primary. 
This  class  should  have  its  own  room  and  should  be  instructed  according  to 
junior  methods.     (See  Lesson  VL) 

IL  Differ  from  primary  pupils  in — 

1.  Age.  In  a  young  child  a  year  or  two  makes  a  marked  difference. 
The  teacher  who  has  a  class  composed  of  children  varying  in  age  from  five 
years  to  twelve  years  cannot  teach  them.  It  is  not  to  be  wondered  at 
when  she  complains  of  unsuccessful  efforts  to  interest  her  pupils. 

2.  Capacity.  The  young  child's  perceptive  powers  are  active,  and  as  he 
grows  older  his  receptive  powers  develop  and  his  memory  is  stronger.  He 
can  receive  more  readily  and  retain  more  easily  than  can  his  younger 
brother. 

3.  Kfiowledge.  The  pupil  has  been  laying  up  stores  of  knowledge.  His 
power  to  read  has  brought  him  much  information.  This  puts  him  on  a 
plane  different  from  that  occupied  by  the  child  of  primary  age. 

4.  Thinking.  The  very  young  child  receives  what  is  told  it  without 
question  ;  the  boy  or  girl  of  ten  begins  to  think.  Their  questions  are  often 
tl>e  result  of  their  attempts  to  form  judgment, 

5.  Planning.  The  forces  which  afterward  urge  the  adolescent  to  action 
are  beginning  to  make  themselves  felt,  and  the  child  is  looking  forward  to 
the  future,  and  planning  for  himself  long  before  those  around  him  realize 
that  he  has  any  thoughts  above  his  ordinary  play. 

6.  Singling.  Just  when  the  child  becomes  responsible  for  his  wrongdoings 
is  a  mooted  question.  Whatever  the  answer  may  be,  the  fact  is :  Long  be- 
fore he  is  twelve  years  old  he  has  either  gone  a  considerable  distance  on 
the  road  which  leads  from  righteousness,  or  he  has  fought  his  battles  with 
evil  and,  by  divine  help,  has  come  out  victorious.  The  majoi-ity  of  our 
criminals  are  young  persons  in  their  twenties,  but  many  of,  them  were  po- 
tentially lawbreakers  before  they  had  entered  their  teens. 

III.  Acquaintance  with.  The  teacher  who  expects  results  from  teach- 
ing the  juniors  must  know  more  of  them  than  what  she  sees  in  the  class  on 
Sunday.     She  should  get  acquainted  with  them  in  their — 


BIBLE  SCHOOL  PEDAGOGY.  31 


1.  Home  life. 

2.  School  life. 

3.  Street  life. 

4.  Companionships. 

5.  Reading. 

(See  Revised  N'ormal  Lessons.     Lesson  XXXVIII.) 

IV.  How  treated. 

1.  Remember  their  increasing  age.  Boys  of  ten  do  not  want  to  be 
talked  about,  addressed,  or  prayed  for  as  "little  children." 

2.  Make  allowances  for  differences  in  capacity.  Give  them  such  teach- 
ing as  will  call  forth  the  very  best  that  is  in  them. 

3.  Make  use  of  the  knowledge  they  have  already  acquired,  and  of  their 
ability  to  read. 

4.  Help  them  in  their  thinking.  Appeal  more  to  their  reason.  Show 
them  the  "  why  "  of  what  you  wish  learned  or  done. 

5.  Encourage  them  in  their  planning.  Remember  the  great  plans  that 
you  made  when  you  were  their  age  ;  how  real  these  plans  were  to  you, 
and  how  you  felt  when  anyone  laughed  at  them. 

6.  If  your  pupils  are  Christians  help  them  in  Christian  living.  Do  not 
expect  them  to  have  had  the  same  experience  or  to  live  on  the  same  plane 
as  the  believer  of  sixty.  There  are  child  Christians.  If  they  are  not 
Christians  point  them  to  Jesus  Christ,  and  have  your  own  faith  in  him  so 
strong  and  joyous  that  they  will  be  attracted  to  him  by  your  life.  Some- 
body's life  is  more  apt  to  lead  a  child  to  Christ  than  somebody's  preaching. 

V.  Influenced.  The  wise  teacher  will  strive  not  only  to  know  the  sur- 
roundings and  habits  of  her  pupils,  and  to  utilize  this  knowledge  in  her 
teaching,  but  also  to  influence  them  for  good.  Ordinarily  she  cannot  exert 
much  influence  on  their  home  life  or  their  school  life,  but  she  may  exert 
great  influence  in  other  ways,  such  as  by — 

1.  Example.  How  much  this  counts  for,  the  ordinary  teacher  has  yet 
to  learn.  While  incalculable  harm  is  done  by  the  teacher  who  sets  her 
pupils  a  bad  example,  it  is  equally  true  that  much  good  is  accomplished 
by  the  teacher  who  sets  a  good  example. 

2.  Companionship.  The  teacher's  efforts  in  this  direction  should  be  ex- 
erted along  three  lines  : 

{a)  She  should,  so  far  as  possible,  be  a  companion  to  her  pupils. 

{b)  She  should  endeavor  to  get  her  pupils  into  the  proper  companion- 
ship. If  the  members  of  the  class  are  given  something  to  do  that 
will  bring  the  class  together  during  the  week,  it  will  help  them  to 
get  acquainted  with  one  another,  and  perhaps  prevent  them  forming 
companionship  that  would  counteract  the  teaching  on  Sunday. 


32 


BIBLE  SCHOOL  PEDAGOGY, 


(r)  She  should  endeavor  to  get  her  pupils  to  form  a  close  companion- 
ship with  the  Lord  Jesus  Christ.  (How  many  teachers  understand, 
and  how  many  teach,  the  meaning  of  John  15.  1-8  ?) 

3.  Reading.  Children  of  the  junior  age  are,  as  a  rule,  very  fond  of  read- 
ing. What  should  they  read?  is  one  question.  What  do  they  read?  is 
^another.  The  teacher  may  help  to  answer  the  second  question  by  quietly 
and  continuously  putting  into  her  pupils'  hands  those  books  which  she 
thinks  will  be  helpful  and  not  harmful.  When  the  shelves  of  the  Bible 
school  library  have  been  exhausted  she  could  form  a  class  library,  most  of 
the  cost  of  which  may  be  paid  by  the  pupils  and  their  friends.  When  this 
has  served  its  day  it  could  be  exchanged  for  a  similar  one  which  has  served 
its  purpose  in  another  school. 

BLACKBOARD  OUTLINE. 


JUNIOR    PUPILS. 
L     AGE. 

IL     DIFFER  FROM  PRIMARIES  IN- 

1.  Age. 

2.  Capacity. 

3.  Knowledge. 

4.  Thinking. 
3.  Planning. 
6.  Sinning. 

III.  ACQUAINTANCE  WITH— 

Where  formed  "i 

IV.  HOW  TREATED. 

V.     INFLUENCED  BY— 

1.  Example. 

2.  Companionship. 

3.  Reading. 


REVIEW  QUESTIONS. 

What  is  the  age  for  the  junior  grade  ? 
Wherein  do  juniors  differ  from  primary  pupils  ? 

What  criticism  would  you  pass  on  a  class  composed  of  pupils  varying  in  age  from  five 
to  twelve  years  ? 
At  what  age  do  persons  begin  to  sin  ? 

In  what  ways  should  a  teacher  endeavor  to  get  acquainted  with  her  pupils  ? 
How  should  a  teacher  treat  juniors  ? 
How  should  she  influence  them  ? 

How  may  the  teacher  influence  the  pupil  through  companionship  ? 
How  through  reading  ? 


BIBLE  SCHOOL  PEDAGOGY.  33 

SUPPLEMENT  TO  LESSON  IX. 
Pestalozzi's  Principles. 

1.  Activity  is  a  law  of  childhood.  Accustom  the  child  to  do.  Educate 
the  hand, 

2.  Cultivate  the  faculties  in  their  order. 

3.  Begin  with  the  senses,  and  never  tell  the  child  what  he  can  discover 
for  himself. 

4.  Reduce  every  subject  to  its  elements.  One  difificulty  at  a  time  is 
enough  for  a  child. 

5.  Proceed  step  by  step.  Be  thorough.  The  measure  of  information  is 
not  what  the  teacher  can  give,  but  what  the  child  can  receive. 

6.  Let  eveiy  lesson  have  a  point,  either  immediate  or  remote. 

7.  Develop  the  idea,  then  give  the  term.     Cultivate  language. 

S.  Proceed  from  the  known  to  the  unknown.  From  the  particular  to 
the  general.  From  the  concrete  to  the  abstract.  From  the  simple  to  the 
more  difficult. 

9.  First  synthesis,  then  analysis.  Not  the  order  of  subjects,  but  the 
order  of  nature. 


LESSON  X.     STUDY  OF  CHILD  NATURE. 

I.  Importance  of.  So  much  has  been  said  and  written  on  this  sub- 
ject, and  so  many  dilettanti  have  taken  it  up  as  a  fad  that  many  practical 
persons  have  revolted  against  the  phrase  and  against  that  for  which  it  stands. 
Many  Bible  school  teachers,  who  really  desire  to  do  good  work,  declare  : 
"  We  have  neither  time  nor  ability  to  engage  in  the  study  of  child  nature." 
Just  a  word  to  such.  Remember  that  chicken  nature  and  pig  nature  and 
cow  nature  and  horse  nature  and  sheep  nature  have  been  systematically  and 
intelligently  studied  for  years.  Why  ?  In  order  to  help  the  highest  pos- 
sible development  of  these  various  classes  of  animals.  Shall  we  who  are 
dealing  with  the  greatest  of  God's  creatures — little  children — refuse  to  study 
them,  if  by  so  doing  we  may  be  the  means  of  helping  them  to  live  better 
here,  and  preparing  them  for  the  life  hereafter? 

II.  Time  for. 

1.  The  study  of  the  child  by  parents  must  begin  at  the  child's  birth. 

2.  The  study  of  the  pupil  by  the  teacher  should  begin  as  soon  as  the 
child  enters  the  class. 

III.  Places  for.  In  as  many  different  places  and  mider  as  many  differ- 
ent circumstances  as  possible  should  the  child  be  studied.  (See  Lesson  II. 
Human  Nature  Studied.)     Emphasis  should  be  put  on  the  fact  that  one 

3 


34 


BIBLE  SCHOOL   PEDAGOGY 


need  not  turn  away  from  one's  everyday  duties  to  intelligently  study  the 
child, 

IV.  Method  of.     A  fivefold  method  of  study  is  suggested  : 

1.  Study,  as  far  as  possible,  each  pupil  individually. 

2.  Talk  vi^ith  those  who  have  much  to  do  with  children,  in  order  to  learn 
the  traits  of  the  latter,  exhibited  under  circumstances  different  from  those 
in  which  you  are  accustomed  to  see  them. 

3  Attend,  if  possible,  meetings  where  the  results  of  child  study  are 
considered  ;  such  as, 

{a)  Meetings  of  Primary  Union. 

{b)  Bible  School  Workers'  Institutes. 

(f)  Meetings  of  secular  school  teachers  for  the  discussion  of  child  nature. 

4.  Read  the  results  of  child  study  as  published  in  books  and  periodi- 
cals.    (For  list  see  Bibliography.) 

5.  Recall,  as  far  as  possible,  your  own  childhood.  What  you  were  as 
a  child  some  of  your  pupils  are  now.  Some  of  them  are  rethinking  your 
thoughts,  laying  over  again  your  plans,  and  preparing  for  your  life.  Most 
teachers  forget  their  own  childhood,  and  expect  their  pupils  to  live  on  the 
plane  of  the  adult. 

V,  Results  of.     Among  others  are  the  following  : 

1.  An  appreciation  of  the  differences  in  children. 

2.  An  understanding  of  the  difference  between  childhood  and  maturity. 

3.  A  realization  of  the  needs  of  children. 

4.  A  conviction  that  a  truth  cannot  be  taught  in  the  same  way  to  all 
children. 

5.  Teaching  in  accordance  with  the  requirements  of  the  child's  nature. 

BLACKBOARD   OUTLINE. 


STUDY 

.                                        ^ 

OF   CHILD   NATURE. 

I. 

IMPORTANCE  OF. 

n. 

TIME  FOR: 

1.  By  parents. 

2.  By  teachers. 

IIL 

PLACES  FOR. 

IV. 

METHOD  OF: 

1.  Study. 

2.  Talk. 

3.  Attend. 

4.  Read. 

5.  Recall. 

V. 

RESULTS  OF. 

BIBLE   SCHOOL   PEDAGOGY.  35 


REVIEW  QUESTIONS. 

Why  do  not  more  persons  engage  iii  ihe  study  of  child  nature  ? 

Why  should  child  nature  be  studied  ? 

When  should  the  parents  begin  the  study  of  child  nature  ? 

When  should  the  teacher  begin  this  study  ? 

Name  some  places  where  child  nature  may  be  studied. 

Give  a  fivefold  method  of  study. 

Name  five  books  that  will  be  helpful  in  this  study. 

What  do  most  teachers  forget  in  dealing  with  the  child  ? 

Name  five  results  of  the  study  of  child  nature. 


LESSON  XI.     REVIEW. 


1.  Review  Lessons  VI  to  X. 

2.  Review  Lesson  V. 

3.  Review  results  of  reading  on  themes  suggested  by  supplements. 

4.  Have  a  written  examination  on  what  has  been  studied. 


LESSON  XII.     EARLY  ADOLESCENCE. 

I.  Period  of.  x\Il  our  age  divisions  must  be  more  or  less  arbitrarj', 
adopted  more  for  convenience'  sake  than  on  the  score  of  exactness.  Rough- 
ly speaking,  from  twelve  to  sixteen  is  the  period  of  early  adolescence.  It 
must  be  noted,  however,  that  in  females  this  stage  of  development  begins 
about  a  year  earlier  than  in  males. 

II.  Notes  concerning. 

1.  This  is  the  time  of  a  physiological  second  birth,  and  ought  to  be  the 
time  of  the  spiritual  second  birth.  While  statistics  show  that  the  largest 
number  of  conversions  are  about  the  sixteenth  year,  the  fact  is,  probably, 
that  those  who  professed  conversion  at  that  age  had  really  decided  for  Christ 
and  righteousness  much  earlier. 

2.  The  physical  changes  of  this  development  frequently  affeci:  the  dis- 
position and  influence  the  actions.  Hence,  love  and  patience  should  be 
the  guiding  principles  of  teachers  in  dealing  with  their  pupils. 

III.  Traits  of. 

I.  Self -consciousness.  The  freedom  and  unconsciousness  of  childhood 
are  lost,  and  the  young  person  begins  to  feel  that  he  is  somebody,  and,  in 
his  own  estimation,  a  most  important  somebody  he  is.  "A  very  familiar 
illustration  is  found  in  the  feeling  of  young  people  that  they  are  the  cyno- 
sure of  all  critical  eyes  when  on  the  street,  in  a  railway  car,  or  in  any 


36  BIBLE  SCHOOL  PEDAGOGY. 

congregation  of  their  fellows." — Roark.  This  self-consciousness  exhibits 
itself  in  opposite  extremes. 

(a)  Sometimes  tliere  is  a  morbid  sensitiveness,  exhibiting  itself  in  shyness, 
bashfulness,  diffidence,  and  timidity,  which  lead  to  an  absolute  refusal  to  do 
things  in  public.  Every  superintendent  knows  how  difficult  it  is  to  get  boys 
and  girls  of  this  age  to  take  part  in  any  exercise  that  will  bring  them  into 
public  notice,  whereas  the  younger  children  are  always  ready  to  respond  to 
invitations  to  appear  before  their  elders. 

{h)  On  the  other  hand,  there  is  often  "  an  exaggerated  self-conceit,"  which 
manifests  itself  in  rebellion  against  authority,  in  independence,  in  stubborn- 
ness, in  willfulness,  in  a  spirit  of  leadership,  and  in  a  foolish  insistence  on 
others  recognizing  the  so-called  rights  of  the  person  who  is  suffering  from 
this  self-conceit.  The  well-known  saying,  "A  boy  of  fourteen  knows  more 
than  his  grandfather,"  is  an  illustration  of  this  phase  of  development. 
Young  people  have  a  very  high  regard  for  their  own  abilities  and  accom- 
plishments. 

(r)  In  some  persons  these  extremes  alternate.  That  is  what  makes  the 
youth  such  a  puzzle  to  teachers  and  friends.  To-day  he  is  retiring  and 
gentle  ;  to-morrow,  without  any  apparent  reason,  he  is  brazen  and  aggres- 
sive. 

2.  Beginnings  of  motives.  Various  psychologists  have  called  this  age 
"  the  period  of  beginnings."    Now  the   voung  people  begin  to  be  actuated 

by- 

{a)  Ambition.  The  ambition  may  not  be  a  very  lofty  one,  viewed  from 
the  standpoint  of  the  adult,  but  to  the  boy  or  girl  it  is  a  very  real  one. 

{l>)  Philanthropy.  "  Egoism  now  begins  to  give  way  to  altruism."  That 
is,  there  is  less  selfish  thought  of  self,  and  more  desire  to  do  for  others. 
Hence,  in  the  youth,  in  spite  of  traits  that  are  almost  incomprehensible, 
there  is  frequently  manifested  a  spirit  of  self-sacrifice  that  is  marvelous. 
This  may  seem  to  contradict  some  things  already  said,  but  remember  that 
the  adolescent  is  a  bundle  of  contradictions.  "  A  boy's  will  is  the  wind's 
will" 

(f)  Pride.  This  has  its  good  and  evil  sides.  In  some  cases  it  leads  to 
an  aversion  of  what  is  low  and  mean,  and  thus  assists  in  the  development 
of  a  good  character.  In  other  cases  it  prompts  to  actions  which  result  ni 
degradation. 

{d)  Courage.  Many  youths  of  fourteen  have  the  courage  of  their  con- 
victions more  than  adults  of  forty.  History  furnishes  .many  examples  of 
the  exhibition  of  courage  on  the  part  of  the  young. 

3.  Emotions. 

{a)  Longings.     There  is  at  this  period  a  longing  for  sympathy,  which  is 


BIBLE   SCHOOL   PEDAGOGY.  yj 

so  concealed  and  sometimes  so  covered  over  by  some  repulsive  trait  that 
that  which  is  longed  for  is  the  last  thing  that  teachers  and  friends  imagine 
is  desired.  There  are  also  longings  for  higher  things.  Many  a  boy  and 
girl  knows  the  truth  of  Longfellow's  words  : 

I  see,  but  cannot  reach  the  height 
That  lies  forever  in  the  light. 

(b)  Admiration.  There  is  often  an  unexpressed  but  very  deep  admira- 
tion for  the  true  and  the  beautiful.     This  is  the  age  of  high  ideals. 

{c)  Feeling  of  shame.  Under  an  assumed  stubbornness  or  indifference 
there  are  frequently  feelings  of  shame  for  past  actions  and  of  sorrow  for 
sin.     This  may  be  resistance  of  the  Spirit  or  resistance  of  the  better  self. 

4.  Doubt.  Benjamin  Franklin  doubted  everything  at  fifteen.  A  shrewd 
teacher  once  said,  '*  I  would  not  give  sixpence  for  a  man  who  had  not 
knocked  his  head  against  doubt  before  he  was  eighteen." 

Who  never  doubted,  never  half  believed : 
Where  doubt,  there  truth  is — 'tis  her  shadow. 

— Bailey. 

5.  Dreams.  This  is  the  time  for  building  castles  in  the  air.  The  boy 
pictures  himself  as  a  millionaire,  a  great  statesman,  a  victorious  general, 
or  a  successful  author.  The  girl  is  the  wife  of  a  rich,  loving  husband,  the 
head  of  a  beautiful  home,  the  society  leader,  or  the  brilliant  professional 
woman.  Said  a  girl  of  fifteen,  "  I  like  to  go  off  by  myself,  and,  as  I  take 
a  long  walk,  imagine  that  I  am  some  great  person." 

Standing  with  reluctant  feet 
Where  the  brook  and  river  meet. 
Womanhood  and  childhood  fleet ! 

*  ie  *  *  * 

Hearest  thou  voices  on  the  shore. 
That  our  ears  perceive  no  more. 
Deafened  by  the  cataract's  roar  ? 

— Longfellow. 

The  gleams  and  glooms  that  dart 
Across  the  schoolboy's  brain  ; 
The  song  and  silence  in  the  heart, 
That  in  part  are  prophecies,  and  in  part 
Are  longings  wild  and  vain. 

— Long/ellozv. 

6.  Love.  Frequently  the  love  of  the  adolescent  is  expended  on  some 
imaginary  person.  Sometimes  it  is  a  real  hero  or  the  hero  of  a  story  on 
whom  the  love  is  lavished.  The  maiden  pines  over  an  imaginary  lover, 
while  her  brother  falls  in  love  with  his  school-teacher, 

7.  Atavism.     "Recurrence,  or  tendency  to  recur,  to  an  ancestral  type, 


38 


BIBLE  SCHOOL   PEDAGOGY. 


peculiarity,  or  disease,  after  its  disappearance  for  one  or  more  generations." 
— Standard  Dictionary.  "  Frank  resembles  no  one  in  either  my  family 
or  in  that  of  his  father,"  was  the  oft-repeated  declaration  of  the  puzzled 
mother.  The  probability  is  that  she  did  not  go  back  far  enough  to  under- 
stand why  Frank  exhibited  such  peculiarities. 

Physical,  mental,  or  moral  characteristics  frequently  skip  a  generation 
or  two,  to  reappear  unexpectedly. 

BLACKBOARD  OUTLINE. 


EARLY  ADOLESCENCE. 

I.  PERIOD  OF. 


IL  NOTES  CONCERNING. 
III.  TRAITS  OF: 


I. 

Self-consciousness. 

2. 

Beginnings  of  motives : 

(rt)  Ambition. 

(p)   Philanthropy 

(f)    Pride. 

{ii)  Courage. 

3- 

Emotions : 

(a)  Longings. 

(b)  Admiration. 

(f)    Shame. 

4. 

Doubt. 

5- 

Dreams. 

6. 

Love. 

7- 

Atavism. 

# # 

REVIEW  QUESTIONS. 

What  is  the  meaning  of  the  term  adolescence  ? 

What  is  the  time  of  early  adolescence? 

At  about  what  age  are  the  majority  of  persons  converted  ? 

What  eflfects  have  the  physical  changes  of  this  period? 

Name  seven  traits  of  early  adolescence. 

Give  an  illustration  of  self-consciousness. 

Name  two  general  ways  in  which  self-consciousness  manifests  itself  in  the  adolescent. 

What  makes  the  youth  such  a  puzzle  to  his  teacher? 

What  motives  begin  to  assert  themselves  in  early  adolescence? 

What  emotions  are  frequently  hidden  under  a  mask  ? 

What  is  the  value  of  doubt  ? 

What  is  atavism  ? 


BIBLE  SCHOOL   B  ED  AGOG  Y.  39 

LESSON  XIII.     TEACHERS  OF  ADOLESCENTS. 

Because  of  the  difficulties  attending  the  attempt  to  teach  the  boy  or  the 
girl  from  twelve  to  sixteen  years  of  age,  most  teachers  shrink  from  the  task 
or  take  it  up  as  a  hard  duty.  To  realize  what  a  privilege  it  is  to  have  the 
opportunity  of  influencing  these  young  people  for  time  and  eternity,  just 
consider  the  good  that  comes  : 

1.  To  the  teacher. 

2.  To  the  pupil. 

3.  To  the  kingdom. 

To  make  the  most  of  this  privilege  the  teacher  should  : 
L  Study  self.  Perhaps  you  are  not  the  proper  teacher  for  the  class. 
Boys  of  the  early  adolescent  period  should  have  for  their  teacher  a  manly 
young  man  or  an  athletic  young  woman,  who  can  sympathize  with  more 
phases  of  their  life  than  those  which  are  supposed  to  be  exhibited  in  the 
Bible  school.  The  girls  of  this  age  should  have  a  woman  of  maturity  of 
thought  and  force  of  character,  who  at  the  same  time  is  gentle  and  loving 
enough  to  mother  her  pupils.  The  two  sexes,  at  this  age,  should  never  be 
in  the  same  class.  When  the  proper  teacher  for  the  class  is  selected  that 
one  must  continually  study  himself  or  herself  in  order  to  be  sure  that  they 
are  doing  the  very  best  for  the  pupils. 

II.  Study  pupils.  Dr.  Burnham  says,  "  Just  as  a  study  of  the  psychol- 
ogy of  childhood  is  an  indispensable  part  of  the  preparation  of  every 
teacher  in  the  lower  grades,  so  a  study  of  adolescence  should  form  a  part 
of  the  education  of  every  teacher  in  the  higher  institutions."  We  hear  and 
read  much  about  the  study  of  "  child  nature,"  which  term  is  ordinarily  ap- 
plied to  little  children.  We  ought  not  to  hear  less  on  this  subject,  but  we 
do  need  to  hear  more  about  the  study  of  the  nature  of  boys  and  girls  in  the 
intermediate  department.  Dr.  G.  Stanley  Hall  says,  "  Probably  the  most 
important  changes  for  the  educator  to  study  are  those  which  begin  between 
the  ages  of  twelve  and  sixteen,  and  are  completed  only  some  years  later, 
when  the  young  adolescent  receives  from  nature  a  new  capital  of  energy 
and  altruistic  life." 

III.  Prepare  each  lessOn.  Only  the  teacher  who  is  master  of  the  sit- 
uation can  expect  to  interest  and  to  instinict  the  class.  One  who  is  not  a 
master  of  oneself  and  of  the  lesson  cannot  be  master  of  the  situation. 
Hence,  each  lesson  must  be  prepared,  not  only  with  a  view  to  the  particu- 
lar tnith  to  be  taught,  but  also  with  the  ever-recurrin<:j  question  :  How  am  I 
to  teach  this  lesson  so  that  my  pupils  will  be  benefited  for  time  and  for 
eternity?  Teacher,  do  not  be  discouraged  if  you  do  not  always  have  the 
results  you  expect.     (See  Supplement  to  Lesson  XVI.) 


40  BIBLE  SCHOOL  PEDAGOGY. 

IV.  Make  allowances  for  the  pupils.  Whenever  anything  occurs  in 
class  to  disturb  you,  instead  of  at  once  blaming  the  offenders,  and  thus  losing 
your  hold  upon  them,  see  if  you  cannot  find  in  some  of  the  traits  mentioned 
in  the  preceding  lesson  a  reason  for,  or  at  least  an  excuse  for,  their  conduct. 

1.  Self-consciousness  on  the  part  of  the  pupil  accounts  for  many  things 
that  are  otherwise  inexplicable.  A  thirteen-year-old  boy  rang  the  bell 
on  the  superintendent's  desk  and  caused  the  cessation  of  lesson  study  ten 
minutes  before  the  time.  Had  he  been  charged  with  having  rung  the  bell 
purposely,  he  would  have  become  defiant,  and,  because  of  his  pride,  which 
kept  him  from  making  an  explanation,  would  have  been  rated  as  "  a  bad 
boy."  The  truth  was  :  He  had  been  called  up  by  the  superintendent,  who 
wished  to  talk  about  promoting  him,  because  he  was  doing  better  than  the 
other  boys  in  his  class.  As  he  stood  before  the  desk,  imagining  that  the 
eyes  of  the  school  were  upon  him,  his  self-consciousness  asserted  itself,  he 
became  nervous,  and  thoughtlessly  touched  the  bell. 

2.  The  strivings  toward  better  things  and  the  longings  after  the  ideal 
should  be  watched  for  and  encouraged  by  the  teacher.  "  In  early  adoles- 
cence there  needs  to  be  something  heroic  or  self-saci'ificing  in  the  ideal." 

3.  The  pupil's  doubt  should  never  be  laughed  at  nor  regarded  as  of  lit- 
tle consequence.  Blessed  is  the  teacher  whose  walk  with  God  is  so  close 
that  he  can  help  a  boy  who  begins  to  doubt.  "  The  presence  of  some 
doubt  is  a  sign  of  mental  health.  .  .  .  The  best  remedy  for  doubt  of  any 
kind,  religious  or  other,  is,  of  course,  more  knowledge." — Roark.  Per- 
sonal testimony  as  to  the  reality  of  spiritual  things  and  more  information 
are  the  tonics  that  this  phase  of  spiritual  development  requires. 

4.  The  remedy  for  the  daydreams  is  frequently  found  in  giving  the 
young  folks  something  definite  to  do.  "  The  pedagogy  of  adolescence  may 
be  summed  up  in  one  sentence,  Inspire  enthusiastic  activity." 

V.  Take  advantage  of. 

1.  Love.  By  getting  the  pupil  to  love  Jesus.  The  love,  natural  during 
this  period,  will  center  itself  on  somebody  or  something.  Now  is  the 
teacher's  golden  opportunity  to  get  the  pupil  to  love  the  Saviour.  If  Jesus 
is  held  up  in  his  beauty  and  purity,  he  will  answer  the  longings  of  the 
young  and  fulfill  their  ideals. 

2.  Atavism.  By  helping  to  form  the  pupil's  character.  The  tendency  to 
recur  to  ancestral  type  may  be  taken  advantage  of  in  two  ways  : 

{a)  The  tendency  to  evil  may  be  counteracted  by  judicious  treatment. 

{b)  The  tendency  to  good  may  be  encouraged  and  fostered  by  loving 
suggestions  and  persistent  training.  The  teacher  may  help  the  adolescent 
to  obey  the  apostolic  injunction  ;  "  Work  out  your  own  salvation  with  fear 
and  trembling"  (Phil.  2.  12). 


BIBLE  SCHOOL   PEDAGOGY. 


41 


BLACKBOARD  OUTLINE. 


TEACHERS   OF   ADOLESCENTS 

Should 
\.  STUDY  SELF. 
II.  STUDY  PUPILS. 
HI.  PREPARE  LESSONS. 
IV.  MAKE  ALLOWANCES  FOR: 

1.  Self-consciousness. 

2.  Longings. 

3.  Doubts. 

4.  Dreams. 

V.  TAKE  ADVANTAGE  OF  : 

1.  Love. 

2.  Atavism. 


REVIEW  QUESTIONS. 

Why  should  teachers  of  adolescents  consider  their  work  a  privilege  ? 

Name  five  things  that  these  teachers  should  do. 

Why  should  the  teacher  study  self? 

What  kinds  of  teachers  should  be  given  to  adolescents  ? 

Why  should  the  young  people  be  studied  bj'  the  teacher? 

Why  should  the  teacher  carefully  prepare  each  lesson  ? 

For  what  should  the  teachers  of  adolescents  make  allowance? 

Show  why  the  self-consciousness  of  the  pupil  should  be  considered. 

How  should  the  teacher  deal  with  the  doubt  of  the  pupil  ? 

What  is  the  remedy  for  daydreaming  ? 

How  should  the  teacher  take  advantage  of  the  pupil's  love? 

How  take  advantage  of  atavism  ? 

SUPPLEMENT  TO  LESSON  XIIL 
Coeducation. 

We  liear  tlie  question  reiterated,  as  to  why  coeducation  is  not  carried 
through  all  the  grades  of  the  Sunday  school,  instead  of  through  only  the 
primary  and  adult  classes  ;  and  the  question  is  urged  as  one  worth  thinking 
about.  Passing  over  reasons  which  no  doubt  the  expert  psychologist  would 
cite,  there  occur  to  us  practical  reasons  why  boys  and  girls — or,  for  that 
matter,  persons  from  twelve  to  twenty-five  or  thirty  years  of  age — should 
be  in  separate  classes,  and  can  be  better  taught  and  influenced  by  the 
Sunday  school  teacher. 

In  the  first  place,  many  teachers  are  adapted  to  the  teaching  of  one  class 
or  the  other,  but  not  both  classes.  Boys  and  young  men  have  temptations 
not  common  to  girls  or  young  women,  and  a  faithful  teacher  can  influence 
them  by  a  teaching  and  counsel  that  could   not  be  given  in  a  mixed  class. 


42  BIBLE  SCHOOL   PEDAGOGY. 

Boy  life  is  quite  different  from  girl  life.  A  teacher's  choice  of  a  point  of 
contact,  as  well  as  of  illustrations  for  teaching  each  lesson,  will  be  very  dif- 
ferent for  boys  from  those  chosen  for  girls.  It  is  particularly  difficult  to 
teach  a  mixed  class  of  boys  and  girls  of  the  ages  when  their  attraction  for 
each  other  affects  their  attention  to  other  things.  Nor  can  a  teacher,  as  a 
rule,  be  a  natural  social  leader  of  both  boys  and  girls,  for  here  the  law  of 
adaptation  is  operative.  Then,  boys'  clubs,  girls'  guilds,  and  so  on,  are 
more  effective  for  good  where  they  are  made  up  of  a  particular  class  or 
certain  classes.  Again,  there  is  the  esprit  de  corps,  the  class  spirit,  possi- 
ble in  a  class  of  either  boys  or  girls,  which  is  not  possible  to  the  same  ex- 
tent in  a  mixed  class.  Class  organization  for  cooperation  with  the  teacher 
is  more  feasible  and  practical  in  a  separate  than  a  mixed  class. 

None  of  the  things  we  have  mentioned  apply  to  little  children,  nor  to 
those  of  mature  years.  In  teaching  the  children  we  do  not  enter  into  these 
things,  and  in  the  adult  classes  we  are  beyond  the  period  of  ever-present 
consciousness  of  the  relations  between  men  and  women,  and  enjoy  a  con- 
sequent freedom  of  speech. —  The  International  Evangel. 


LESSON  XIV.     THE  BAD  BOY. 

Note. — The  psychologists  are  by  no  means  agreed  in  their  estimate  of, 
and  declarations  coneerning,  the  so-called  "  bad  boy."  On  one  extreme 
are  those  who  declare  that  there  is  a  time  in  the  development  of  the  boy 
when  his  conscience  lies  dormant.  The  illustrations  that  they  give  to 
prove  their  statement  certainly  indicate  that  the  boy's  conscience  has  little 
or  no  effect  on  his  actions.  At  the  other  extreme  are  those  who  affirm 
positively.  There  is  no  such  being  as  a  "bad  boy."  Some  attribute  the 
boy's  apparent  badness  to  mistakes  by  those  who  trained  him  in  his  early 
days,  to  his  surroundings,  or  to  a  lack  of  understanding  of  him  on  the  part 
of  those  who  now  have  to  do  with  his  training.  Wherever  the  truth  may 
lie,  we  may  be  better  able  to  deal  with  him  after  considering  some — 

I.  Facts  about  the  boy. 

1.  All  boys  are  not  bad.  Grave  errors  have  been  committed  by  teachers 
in  talking  about  "  my  bad  boys."  The  easiest  way  for  a  superintendent  to 
lose  control  of  his  boys  is  by  talking  about  them,  or  talking  to  them,  as  if 
he  considered  them  to  be  bad, 

2.  No  boy  is  all  bad.     The  blind  poet  has  most  exquisitely  sung  : 

Down  in  the  human  heart,  crushed  by  the  tempter, 

Feelhigs  lie  buried  that  grace  can  restore  : 
Touched  by  a  loving  heart,  wakened  by  kindness, 

Chords  that  were  broken  will  vibrate  once  more. 


BIBLE  SCHOOL  PEDAGOGY.  43 

If  this  is  true  concerning  the  adult  with  his  conscience  seared  by  sin, 
how  much  more  true  is  it -concerning  the  boy  who  has  not  yet  plunged 
into  the  depths  of  iniquity  ? 

3.  No  boy  is  bad  all  the  time. 

4.  There  are  degrees  of  badness.  Sometimes  a  boy  is  thoughtless,  some- 
times he  is  mischievous,  sometimes  he  is  deliberately  wicked.  The  teacher 
should  discriminate  when  dealing  with  her  boy  ;  so  also  with  the  class. 
The  less  guilty  should  not  be  treated  the  same  as  those  wiio  really  do 
wickedly.  Frequently  the  real  culprit  escapes,  while  his  innocent  compan- 
ions get  all  the  blame. 

5.  The  bad  boy  in  my  class  is  much  like  other  bad  boys.  Much  will  be 
gained  when  the  teacher  realizes  this.  Many  in  wishing  for,  and  talking 
about,  a  change  of  class  have  wasted  valuable  time  that  might  have  been 
devoted  to  a  study  of  how  to  make  the  most  of  the  boys  that  seemed  so 
unendurable. 

6.  The  bad  boy  does  not  ahvays  make  the  best  man.  That  he  does  is  a 
fallacy  that  is  gaining  ground  to  the  detriment  of  the  good  boy.  (See 
Supplement  to  this  lesson.) 

II.  The  parents'  duty.  There  are  two  main  reasons  why  Bible  school 
teachers  have  so  much  trouble  with  their  boys  ; 

1.  Frequently  the  parents  do  not  do  their  duty  to  the  boy  when  he  is 
young.  My  boy  across  the  way  is  about  six  years  old.  When  he  is  dressed 
in  his  best  clothes  he  is  always  angelic  in  his  appearance,  yet  he  is  a  pugil- 
ist, a  liar,  and  a  thief.  Abnormal,  some  one  says.  Granted,  but  what  a 
difficult  time  his  Sunday  school  teacher  will  have  with  him  if  his  parents 
permit  him  to  go  on  in  his  evil  ways  ! 

2.  Parents  do  not  always  cooperate  with  the  teacher.  It  has  been 
said  that  some  parents,  instead  of  showing  their  appreciation  of  what  the 
Bible  school  teacher  is  doing  for  their  ])oy,  find  fault  with  him  in  the  pres- 
ence of  the  boy,  who  readily  takes  the  cue  and  treats  the  teacher  contemp- 
tuously. How  foolish  are  such  parents  !  How  wise  and  helpful  are  they 
who  appreciate  the  work  of  the  teacher,  aud  cooperate  with  him  for  the 
sake  of  the  boy  ! 

III.  The  teacher's  attitude  toward  the  boy  should  be  that  of  a — 

1.  Sympathizer  toith.  Sympathy  should  be  manifested  in  that  kind  of  love 
which  makes  the  teacher  helpful  to  the  boy  who  hates  sentimentality  and 
all  outward  demonstrations  of  affection. 

2.  Student  of.  Frequently  the  cause  of  the  boy's  badness  may  be  re- 
moved when  the  teacher  knows  what  it  is.  Only  patient,  loving  study 
will  reveal  it. 

3.  Suppliant  for.     Some  boys,  who  do  not  pray  much  for  themselves, 


44  BIBLE  SCHOOL  PEDAGOGY, 

are  deeply  touched  at  the  knowledge  of  the  fact  that  their  teacher  is  pray- 
ing for  them. 

4.  Standard  for.  No  teacher  ought  to  expect  the  boy  to  be  what  he  is 
not  willing  to  be  himself.  The  boy  despises  the  teacher  who  does  not  live 
up  to  what  he  teaches.  The  one  who  maintains  a  high  standard  of  living 
influences  the  boy,  who  almost  unconsciously  makes  comparisons  and 
measures  many  things  by  the  standard  set  by  the  teacher. 

IV.  The  boy  who  insists  on  having  his  own  way  should  be  dealt 
with — 

1.  Fearlessly.  The  bad  boy  is  generally  a  braggart.  He  is  given  to 
braggadocio.  He  has,  perhaps,  bullied  his  parents  and  others,  and  would 
like  to  be  master  in  the  Bible  school.  If  he  has  the  least  suspicion  that 
his  teacher  and  the  officers  fear  him  he  will  take  advantage  of  that  fear. 
Hence,  in  dealing  with  him,  one  must  be  absolutely  fearless  in  order  to 
bring  him  to  terms. 

2.  Firmly.  The  boy  is  quick  to  notice  any  sign  of  weakness  or  of 
yielding,  and  to  take  advantage  of  it.  Hence,  those  in  authority  should 
very  carefully  consider  the  position  they  expect  to  take,  and  then  adhere 
to  it  firmly,  whether  he  bluster  or  blubber. 

3.  Fairly.  A  great  evil  in  Bible  school  work  is  indiscriminate  blaming. 
A  boy  acts  disorderly  ;  teacher  blames  the  class  ;  result,  the  whole  class  re- 
sents the  injustice.  Superintendent  blames  the  boys  for  something  of 
which  only  a  few  are  guilty  ;  result,  the  good  boys  make  up  their  minds 
that  it  is  no  use  trying  to  behave.  Better  take  no  notice  of  a  dozen  breaches 
of  discipline,  in  order  to  be  perfectly  sure  of  the  offenders,  than  to  make  one 
mistake  in  blaming  an  innocent  boy. 

4.  For  eternity.  The  thought  that  they  are  dealing  with  immortal  souls, 
and  that  the  results  of  their  efforts  will  reach  into  eternity,  ought  to  make 
officers  and  teachers  very  patient  and  prayerful  in  bearing  with  the  bad 
boy,  who  needs  so  much  the  instructions  given  in  the  Bible  school. 
For  Christ's  sake  they  should  endure  many  things. 


BIBLE  SCHOOL   PEDAGOGY. 


45 


BLACKBOARD  OUTLINE. 


THE  BAD   BOY. 

Note:     Opinions  concerning. 

I.  FACTS  ABOUT : 

1.  All  boys  not  bad. 

2.  None  all  bad. 

3.  None  always  bad. 

4.  Degrees  of  badness, 

5.  My  boy  like  others. 

6.  Bad  boy  not  best  man. 

PARENTS'  DUTY: 

1.  When  the  boy  i>^  young. 

2.  Cooperation  with  teacher. 

in.  TEACHER'S  ATTITUDE: 


II. 


s 


ympathizer  with, 
tudent  of. 
uppliant  for. 
tandard  for. 


IV.  HOW  DEALT  WITH  : 


F 


earlessly. 

irmly. 

airly. 

or  eternity. 


REVIEW  QUESTIONS. 

What  are  some  of  the  different  opinions  expressed  concerning  the  bad  boy  ? 

Give  six  facts  about  the  bad  boy. 

Why  should  a  teacher  not  talk  about  "  my  bad  boys  ?  " 

Give  an  illustration  to  show  that  no  boy  is  bad  all  the  time. 

Is  all  badness  of  the  same  degree  ? 

Illustrate  your  answer. 

Why  will  not  a  change  of  class  solve  the  bad  boy  problem  ? 

What  kind  of  boys  make  the  best  men  ? 

State  two  duties  of  parents  in  reference  to  the  bad  boy  problem. 

What  should  be  the  teacher's  attitude  toward  the  bad  boy? 

How  shall  we  deal  with  the  boy  who  insists  on  having  his  own  way  ? 


SUPPLEMENT  TO  LESSON  XIV. 

The  vStudents  who  Win  the  Prizes. 

by  william  h.  hamby. 

Frequently  I  am  asked,  "  Are  not  your  brightest  students  the  most  mis- 
chievous, noisy  ones  in  school?"     Invariably  I  answer,  "  No."     How  this 


46  BIBLE  SCHOOL  PEDAGOGY. 

notion  ever  got  into  the  lieads  of  people  I  do  not  know,  yet  it  is  there. 
Many  people  still  believe  that  the  good  students  are  the  dull  ones,  and  the 
bright  pupils  always  unruly  and  mischievous. 

This  is  just  as  false  as  that  other  popular  error  which  people  used  to 
cherish  about  the  bright  young  men  being  the  ones  to  sow  wild  oats.  There 
are  noisy,  unruly  boys  and  gals  who  ate  bright  students,  also  there  are 
some  very  good  pupils  who  are  very  dull,  but  this  is  far  from  the  general 
rule.  1  have  taken  considerable  interest  in  this  question,  and  have  re- 
quested other  teachers  to  make  lists  of  five  or  ten  of  the  brightest  pupils 
they  know,  then  asked  them,  "How  is  this  one's  deportment?  and  this 
one's  ?  and  this  ?  "  Almost  invariably  the  reply  is,  "  Excellent,"  or  "  Good." 
The  information  thus  gained,  together  with  my  own  experience,  bears  me 
out  in  saying  that  eight  out  of  every  ten  pupils  who  become  proficient 
scholars  have  an  excellent  record  for  good  deportment. 

Recalling  the  names  of  the  five  most  brilliant  students  whom  I  have 
instructed  during  the  past  ten  years,  I  remember  that  four  of  them  usually 
had  perfect  deportment,  and  the  fifth  rarely  fell  below  ninety-eight.  By  a 
little  observation  one  can  readily  see  that  in  the  schoolroom,  as  out  in  life, 
those  who  win  the  prizes  are  generally  the  quiet,  diligent  ones,  who  do 
their  work  with  patience  and  in  order. —  Young  People  s  Weekly. 


LESSON  XV.      REVIEW. 


1.  Review  Lessons  XII,  XIII,  and  XIV. 

2.  Discuss  Supplement  to  Lessons  XIII  and  XIV. 

3.  Discuss  results  of  reading  on  Adolescence. 


LESSON  XVI.     MIDDLE  ADOLESCENCE. 

I.  Age.  Generally  speaking,  from  sixteen  to  eighteen.  Here,  again, 
females  arrive  at  this  stage  of  development  about  two  years  earlier  than 
males. 

II.  Characteristics.  These  are  much  the  same  as  in  early  adoles- 
cence, but  in  some  they  become  intensified,  while  in  others  they  are  modi- 
fied.    The  teacher  should  have  a  special  regard  to  the  following: 

1.  Daydreams.  These  are  especially  indulged  in  from  seventeen  to 
nineteen  years  of  age. 

2.  Hopes.     These  are  very  strong  at  this  period. 

3.  Ideas.  Not  only  has  the  adolescent  high  ideals,  but  also  great  ideas 
of  what  he  is  going  to  do  in  the  future.     It  is  said  that  Peter  Cooper's 


BIBLE  SCHOOL  PEDAGOGY.  47 

desire  to  build  a  place  where  poor  boys  and  girls  could  be  educated  free 
was  very  strong  when  he  was  eighteen  years  of  age. 

4.  Enthusiasm. 

5.  Impulses.  Social  and  ethical  impulses  become  dominant.  At  the 
same  time  the  adolescent  is  such  a  creature  of  impulses  that  he  is  liable 
to  drift  in  any  direction. 

6.  Passions.  These  are  strong  and  subject  the  young  person  to  great 
temptations. 

III.  Classes  for. 

1.  The  sexes  should  be  separated. 

2.  Although  there  is  a  decided  inclination  toward  persons  of  the  opposite 
sex  at  this  tune,  the  niclination  hinders  rather  than  helps  the  real  work  of 
the  Bible  class. 

IV.  Teachers. 

1.  Age.  A  person  of  maturity  of  thought  and  force  of  character,  but 
not  so  old  as  to  have  forgotten  his  or  her  own  youth,  should  be  selected  for 
the  pupils  we  are  now  considering. 

2.  Sex.    The  teacher  should  be  of  the  opposite  sex  to  the  pupils  of  this  age. 

3.  Faith.  Unless  the  teacher  has  faith  not  only  in  God's  power,  but  in 
the  latent  possibilities  in  her  pupils,  they  will  give  up. 

4.  Tact.  This  should  be  displayed  not  only  in  the  recognition  of  the 
diflference  in  individuals,  but  also  in  the  methods  employed  in  teaching 
and  in  dealing  with  these  individuals. 

5.  Pesozirces.     (See  I  Cor.  g.  19-22  and  10.  33.) 

6.  Patience.  After  the  teacher  has  done  all,  he  has  need  of  patience 
with  the  pupils,  for  some  of  these  will  tax  it  severely. 

V.  Home  study.  There  is  a  continuous  cry  from  workers  that  it  is 
impossible  to  get  the  pupils  to  study  at  home.  Pupils  of  this  age.  will 
study,  but  their  work  must  be  planned  for  them  by  the  teacher,  and  out- 
lined for  them.  The  difficulty  will  not  be  in  starting  the  pupils  to  study, 
but  in  keeping  them  at  it.  Here  the  tact  and  resources  of  the  teacher  will 
be  constantly  tested.     Two  lines  of  study  are  suggested  : 

1.  Original  investigation.  Give  the  pupil  something  to  look  up  in  con- 
nection with  the  different  assigned  themes. 

2.  Literary  study  of  the  Bible.  This  has  been  sadly  neglected,  and  should 
be  begun  at  this  period. 

Note. — Above  all  things,  the  teacher  should  strive  to  keep  away  from 
the  pupils  of  this  age  impure  literature. 

VI.  Recitations.     The  teacher  of  classes  of  this  age  should  be  a — 

I.  Questioner.  How  many  teachers  fail  in  the  power  of  drawing  their 
pupils  out  ?     The  trouble  is  frequently  with  t'.c  teacher. 


48  BIBLE  SCHOOL  PEDAGOGY. 

'A  mere  catechetical  mode  of  teaching  the  lesson — the  teacher  asking 
the  questions,  and  the  scholars  giving  the  answers,  found  on  the  lesson  leaf 
or  in  the  Quarterly — becomes  extremely  tiresome  and  uninteresting  to 
lively  and  inquiring  young  people.  A  free,  open,  original,  lively  way  of 
questioning  about  and  illustrating  and  discussing  the  lesson  is  very  apt  to 
keep  up  an  interest  in  Bible  study  among  the  majority  of  youn^r  people  • 
but  a  funereal,  slow,  routine,  uniform  manner  of  teaching  is  unfailingly  a 
most  excellent  way  to  drive  them  from  the  Sunday  school." — Rev.  A,  A, 
Pfanstichl. 

2.  Fellozv-student.  It  has  been  found  that  where  the  teacher  proposes 
to  the  class  that  they  pursue  a  certain  line  of  mvestic^ation,  and  throws 
himself  heart  and  soul  into  this  investigation  along  with  the  pupils,  the 
interest  of  the  class  is  excited  and  much  good  accomplished. 

VII.  Confession.  This  is  the  age  when  young  people  should  confess 
Christ  as  their  Saviour.  Hence,  the  teacher  should  bend  his  energies 
toward  drawing  the  pupil  into  vital  union  with  Christ,  and  into  the  recog- 
nition of  the  fact  that  it  is  a  manly  or  womanly  thing  to  confess  that  Saviour 
as  Lord  and  Master. 

VIII.  Work,  This  is  the  age  when  habits  are  being  permanently 
formed.  Hence,  it  is  the  time  to  implant  in  the  pupils'  minds  and  hearts 
a  realization  of  the  joy  and  responsibilities  of  Christian  life.  As  we  learn 
best  by  doing,  this  is  the  time  to  set  the  young  person  to  work.  In  the 
Epworth  League,  the  Christian  Endeavor  Society,  or  in  some  other  re- 
ligious organization  the  adolescent  should  find  not  only  companionship, 
but  also  an  outlet  for  all  the  higher  feelings  and  energies. 

BLACKBOARD  OUTLINE. 
MIDDLE    ADOLESCENCE. 

I.  ACxE.  IV.  TEACHERS: 

n.  CHARACTERISTICS:  i.  Age. 

2.  Sex. 

1.  Daydreams.  ^   P^j^^ 

2.  Hopes.  ^   ^^^^ 

3-  ^^^^''-   ^  5.  Resources. 

4.  Enthusiasm.  ^   Patience. 

5.  Impulses. 

6.  Passions.  V.  HOME  STUDY. 

III.  CLASSES  FOR.  VI.  RECITATIONS. 

VII.  CONFESSION. 
VIII.  WORK. 


BIBLE  SCHOOL   PEDAGOGY.  *  49 

REVIEW  QUESTIONS. 

What  is  the  middle  adolescent  age? 

Name  six  of  its  characteristics. 

Why  should  the  sexes  of  this  age  be  separated  in  classes  ? 

What  kind  of  a  teacher  should  be  given  to  a  class  of  this  age  \ 

How  may  such  pupils  be  led  to  study  at  l\ome  ? 

What  should  the  teacher  be  during  recitations? 

Townid  what  should  the  teacher  especially  bend  his  or  her  energies  ? 

Why  should  Christian  work  be  given  to  the  pupils  of  this  age  ? 

SUPPLEMENT  TO  LESSON  XVL 
A  Study  in  Middle  Adolescence. 

*'  I  have  really  reached  the  end  of  my  resources  with  Jennie.  I  know  it 
is  an  old  story  with  you,  but  the  older  she  grows  the  meaner  are  her 
actions.  She  seems  to  have  become  a  concentrated  essence  of  pettiness  and 
spite.  How  she  manages  to  think  of  the  hateful  words  that  she  utters  and 
the  ignoble  acts  that  she  performs  is  more  than  I  can  understand.  Her 
inventive  genius  approaches  the  diabolical.  The  looks  she  gives  me  at 
times  seem  to  be  Satanic.  I  do  not  suppose  that  you  can  help  me,  but  I 
really  want  to  know  what  to  do." 

So  spoke  godly  Mrs.  Gray  to  her  pastor  concerning  a  girl  of  fifteen  who 
was  a  member  of  her  Bible  school  class.  Three  years  before  this  Jennie  had 
accepted  Christ  as  her  Saviour,  and  some  time  afterward,  at  the  age  of  thir- 
teen, had  united  with  the  church.  For  a  time  she  had  seemed  to  develop 
rapidly  and  sweetly  in  the  Christian  life,  and  then  came  a  change  ;  it 
manifested  itself  in  a  seeming  delight  on  Jennie's  part  to  make  herself  as 
disagreeable  as  possible.  Mrs.  Gray  had  for  some  months  been  the  especial 
object  of  her  spite,  and  now,  as  she  had  frequently  done  before,  she  had 
gone  to  her  pastor  about  this  pupil  whom  she  loved,  for  whom  she  prayed, 
but  whose  conduct  in  the  class  was  becoming  unbearable. 

The  pastor  spoke:  "  I  remember  the  time  when  Jennie  used  to  write  to 
me  the  most  beautiful  Christian  letters,  in  which  she  told  me  of  her  long- 
ings to  do  as  Jesus  would  have  her  to  do,  and  in  which  she  signed  herself. 
*  Your  little  Christian  sister.'  I  cannot  understand  the  change.  Her  case 
is  beyond  my  help.  We  must  make  up  our  minds  to  hold  on  to  her,  to 
pray  for  her,  and  to  watch  and  wait  for  some  explanation  of  her  meanness. 
I  know  that  you  will  not  give  her  up  yet." 

•'No,  I  do  not  want  to  give  her  up.    I  want  to  know  how  to  handle  her. 

I  have  prayed  with  and  for  her.    I  have  pleaded  with  her   by  word   of 

mouth  and  by  letter.     I  have  taught  her  by  precept  and  by  example.     But 

all,  seemingly,  in  vain.    She  is  getting  more  outrageous  in  her  conduct  every 

4 


50  BIBLE  SCHOOL  PEDAGOGY. 

Sunday.  I  do  not  wonder  that  some  of  the  girls  in  her  class  call  her  to 
her  face,  '  Contemptible  Jennie.'  " 

"Can  you  not  think  of  any  redeeming  feature  in  her  character?  " 

"Yes  ;  sometimes,  when  she  has  acted  even  worse  than  usual,  she  will 
write  to  me,  confessing  her  meaniiess,  asking  my  pardon,  and  promising  to 
do  better." 

"That  is  good,  is  it  not?" 

"  Certainly  ;  but  the  next  time  she  comes  to  the  class  she  will  seem  to 
forget  her  letter  and  will  act  as  badly  as  ever." 

"  I  cannot  understand  it.  Let  us  pray  for  her  a  little  longer,  and  per- 
haps we  will  get  some  light  on  the  cause  of  this  strange  development  in 
Jennie's  character." 

About  a  week  subsequent  to  this  conversation  the  pastor,  in  passing 
through  the  room  where  Mrs.  Gray's  Bible  class  met  for  study,  picked  up 
a  worn  Quarterly^  which  he  found  on  one  of  the  chairs.  He  saw  on  the 
outside  Jennie's  name.  Turning  over  its  pages,  he  was  greatly  astonished 
at  what  he  saw  written  therein.  Notes  that  would  have  done  credit  to  an 
earnest  theological  student  were  written  on  many  parts  of  the  page.  Sen- 
tences that  had  been  uttered  by  the  teacher  or  by  the  superintendent  were 
written  out  in  full,  and  inclosed  in  quotation  marks.  The  outline  of  the 
review,  with  which  the  superintendent  was  accustomed  to  close  the  school, 
was  given  in  its  appropriate  place  for  each  lesson.  Never  in  his  life  had 
the  pastor  seen  such  a  Quarterly.  Had  he  not  known  the  owner  of  it  he 
would  have  concluded,  from  what  his  eyes  beheld,  that  she  was  the  most 
attentive  and  thoughtful  member  of  the  school. 

The  book  was  a  revelation  to  Mrs.  Gray  when  the  pastor  handed  it  to 
her.  Long  and  seriously  did  those  two  servants  of  Christ  cogitate  over  it 
and  its  owner.  The  conclusion  they  finally  arrived  at  was  this  :  We  two 
are  too  slow  for  Jennie.  Her  mind  moves  so  rapidly,  and  she  is  able  to 
take  in  what  we  give  her  so  quickly,  that  while  we  are  plodding  along  in 
our  slow  fashion  she  is  able  to  take  all  we  give  her,  and  yet  has  plenty  of 
time  to  be  the  meanest  girl  in  the  school.  We  need  to  brush  up  and  ac- 
celerate our  thoughts  and  speech  if  we  are  going  to  lead  Jennie.  Tf  we  go 
on  at  the  old  pace,  Jennie  will  move  so  much  faster  than  we  that  she  will 
have  plenty  of  time  to  do  and  say  mean  things.  By  the  help  of  God  we 
will  strive  to  keep  in  advance  of  Jennie,  so  as  to  be  able  to  lead  her.  Per- 
haps Jennie's  meanness  is  but  one  of  the  outward  expressions  of  those 
tremendous  forces  which  are  at  work  in  her  physical  and  intellectual  de- 
velopment.    Lord,  help  us  ! 


BIBLE  SCHOOL  PEDAGOGY.  51 


LESSON  XVII.     LATER  ADOLESCENCE. 

I.  Age.  From  about  eighteen  up  to  about  twenty-four.  As  before,  it 
is  impossiljle  to  make  strict  age  bmits.  Clouston  calls  the  time  from 
eighteen  to  twenty-five  the  most  important  period  of  adolescence, 

II.  Characteristics  of.  The  characteristics  of  early  and  middle  ado- 
lescence are  mnv  in  some  cases  intensified,  while  in  other  cases  they  are 
overcome  according  as  character  is  developed  in  one  direction  or  in  the 
other.  There  are  at  least  four  characteristics  of  this  period  which  the 
teacher  should  especially  remember  while  preparing  the  lesson  and  dealing 
with  the  pupils : 

1.  Doubt.      (See  Lesson  XII.) 

2.  Intellectual  activity.     (See  Supplement  to  this  lesson.) 

3.  Energy.  A  great  increase  in  vitality  gives  increased  energy  to  young 
men  and  young  women. 

4.  Seriojtsness.      "  Life  for  the  first  time  looks  serious." 

III.  Relation  to  the  school. 

1.  The  fact  is  that  for  a  long  time  it  was  very  generally  considered  that 
the  Bible  school  was  no  place  for  the  young  man  or  the  young  woman. 

2.  But  there  is  another  fact  that  must  be  put  alongside  of  this,  namely, 
there  is  a  growing  tendency  on  the  part  of  workers  to  make  strenuous 
efforts  to  have  the  young  man  and  the  young  woman  in  the  Bible  school. 

3.  Whether  they  are  there  or  not  will  depend  largely  on  the  leader  of 
the  class. 

IV.  Teacher.     In  order  to  hold  adolescents   in  the  Bible   school  the 

teacher  must  be  their — 

1.  Friend. 

2.  Leader. 

3.  Fellow-student. 

V.  Course  of  study.  This  ought  to  be  quite  different  from  that  which 
is  prescribed  for  the  younger  pupils.  While  great  freedom  must  be  allowed 
in  the  selection  of  a  course  according  to  circumstances  and  conditions,  the 
following  is  suggested  as  an  outline  : 

1.  Church  institntions.  A  study  of  the  institutions  and  the  practices  of 
the  Church,  with  especial  reference  to  the  sacraments,  will  be  interesting 
and  helpful. 

2.  Doctrines.  The  study  of  Christian  doctrine  is  all-important.  True 
Christian  life  must  be  based  on  doctrine. 

3.  Ethics,  or  the  science  of  human  duties. 

4.  Church  history.     This  may  be  pursued  along  the  lines  of — 
{a)  Old  Testament  history. 


52  BIBLE  SCHOOL   PEDAGOGY. 

{/>)  New  Testament  history. 

{c)  History  of  the  Church  since  apostolic  times. 

5.  Christian  missions.  What  the  Church  has  accomplished  through  its 
work  in  mission  fields  will  be  an  attractive  study  for  the  young  man  and 
the  young  woman. 

6.  Methods  of  Christian  work.  There  is  a  good  deal  of  nonsense  in  our 
talk  about  young  Christian  workers.  They  may  have  the  willingness  and 
the  zeal,  but  many  of  them  are  sadly  deficient  in  knowledge  of  how  to 
work.     A  corrective  for  this  is  a  course  of  instruction  in  metliods. 

VI.  Hints.  How  shall  I  treat  my  class  ?  is  a  question  frequently  asked 
by  the  teacher.  Nothing  but  principles  can  be  laid  down.  Upon  these 
the  teacher  may  found  his  course  of  action.  Suppose  you  have  a  mixed 
class,  the  following  is  suggested  : 

1.  Treat  the  pupils  as  men  and  rvotnen.  This  means  that  the  teacher 
must  be  a  real  man  or  a  real  woman.  Sanctimoniousness  and  profession- 
alism count  for  nothing. 

2.  Recognize  their  individnality.  All  that  we  have  learned  in  reference 
to  the  necessity  for  the  study  of  child  nature  and  of  the  boy  and  girl  needs 
to  be  repeated  when  we  have  to  deal  with  the  adolescent. 

3.  Plan  home  study  suitable  to  the  pupils''  needs. 

4.  Teach  in  accordance  with  their  daily  needs. 

5.  In  all  matters  of  discipline  appeal  to  the  social  feeli?igs  of  the  pupils 
and  to  their  poiver  of  reasoning,  ivhich  is  so  strong  at  this  period.  Con- 
cerning any  question  of  conduct  or  of  morals  three  questions  should  be 
asked : 

{a)  Is  this  right  ? 

{h)  Is  it  for  the  greatest  good  of  the  greatest  number? 

{c)  Is  it  setting  a  good  example  for  the  younger  pupils  ? 

BLACKBOARD  OUTLINE. 


LATER 

ADOLESCENCE. 

L 

AGE. 

V.  COURSE  OF  STUDY; 

11. 

CHARACTERISTICS 

I.  Church  institutions. 

I.  Doubt. 

2.  Doctrines. 

2.  Intellectual  activity. 

3.  Ethics. 

3.  Energy. 

4.  Church  history. 

4.  Seriousness. 

5.  Christian  missions. 

lib 

RELATION  TO  SCHOOL. 

6.  Methods  of  work. 

IV. 

TEACHER. 

VI.  HINTS. 

BIBLE  SCHOOL   PEDAGOGY.  53 

REVIEW  QUESTIONS. 

What  is  the  age  of  later  adolescence  ? 

Name  four  characteristics  of  this  age. 

What  is  the  relation  of  persons  of  this  age  to  the  Bible  school? 

Name  three  characteristics  of  the  teacher  for  pupils  of  this  age. 

Outline  a  course  of  study  for  pupils  of  this  age.  v^ 

Give  two  hints  as  to  the  treatment  of  pupils  of  this  age  by  the  teacher. 

In  accordance  with  what  should  the  teacher  plan  home  study  and  teach  ? 

In  matters  of  discipHue  to  what  should  the  appeal  be  made  ? 

Concerning  any  question  of  morals  what  three  questions  should  be  asked  ? 

SUPPLEMENT  TO  LESSON  XVIL 
What  Young  Men  Have  Done. 
The  reins  of  the  future  have  been  caught  and  held  by  young  hands. 
At  fifteen  Victor  Hugo  presented  a  poem  to  the  Academy  ;  at  sixteen  Bos- 
suet  dazzled  all  who  heard  him  by  his  eloquence,  and  Leigh  Hunt  was  a 
prolific  writer  of  verses.  At  seventeen  Michael  Angelo  had  room  in  the 
palace  of  Lorenzo  de  Medici,  Mozart  had  entranced  the  courts  of  Germany, 
Chateaubriand  had  a  commission,  Alexander  Hamilton  commanded  the 
attention  of  his  country,  Washington  Irving  delighted  the  readers  of  the 
Morning  C/u'onicle.  At  eighteen  Charles  Spurgeon  was  pastor  of  a  con- 
gregation, Zwingli  had  read  the  New  Testament  so  well  as  to  doubt  the 
authority  of  the  Church,  Grotius  had  published  an  edition  of  Marcianus 
Capella.  At  nineteen  Bach  was  organist  at  Armstadt,  George  Washington 
was  a  major,  Webster  had  understood  Espinasse,  Bryant  had  written 
"  Thanatopsis,"  George  Stephenson  was  carrying  in  his  brain  an  improver^ 
steam  engine,  Galileo  was  awake  to  the  secret  of  the  vibrations  of  th^ 
bronze  lamp  of  Pisa  Cathedral.  At  twenty  Robert  Hall  had  an  enthusi- 
astic audience,  Alexander  mounted  the  throne,  Weber  was  producing  sym- 
phonies, Schelling  had  grappled  with  the  philosophy  of  Kant,  Wallace 
had  made  assault  against  the  arbitrary  dominance  of  Edward  I.  At 
twenty-one  Beethoven  had  added  a  great  name  to  music,  Kirke  White  had 
left  his  tremulous  lyre,  William  Wilberforce  was  in  Parliament,  Mazzini 
was  a  prisoner  in  the  citadel  of  Savona.  At  twenty-two  Alfred  began  one 
of  the  most  magnificent  reigns  which  England  has  ever  seen,  his  com- 
mander had  made  Wallenstein  captain  of  the  conquered  fortress  of  Grau, 
Hampden  was  in  Parliament,  Savonarola  was  robed  with  a  splendid  name, 
Algernon  Sydney  had  antagonized  Cromwell,  Rossini  had  excited  an  en- 
thusiasm unequaled  in  the  world  of  music,  Schiller's  "  Robbers"  had  been 
written,  Richelieu  was  a  bishop,  Sir  Philip  Sidney  had  been  sent  to  com- 
plete the  alliance  of  Protestantism. — Frank  IV.  Gunsaiilus,  D.D.,  in  Young 
Men  in  History. 


54  BIBLE  SCHOOL   PEDAGOGY. 

LESSON  XVIII.     ADULTS. 

I.  Need  the  school.  There  ivas  a  time  when  the  Bible  school  was 
considered  to  be  a  place  for  children  only.  Happily,  those  who  had  this 
thought  belong  to  an  age  that  is  fast  moving  into  the  background.  The 
busy,  rushing,  overburdened  men  and  women  of  to-day  have  but  few  oppor- 
tunities for  real  Bible  study.  Hence,  they  need  the  advantages  that  should 
be  offered  by  every  properly  conducted  Bible  school. 

II.  Needed  in  the  school.  While  the  adults  need  the  school,  it  is 
equally  true  that  the  school  needs  them : 

1.  As  an  example  to  the  young. 

2.  To  add  dignity  to  the  school. 

3.  To  contribute  the  benefit  of  their  experience  to  the  general  work  of 
the  school. 

III.  The  pastor's  duty  to.  Occasionally  we  find  a  pastor  who 
objects  to  the  presence  of  adults  in  the  Bible  school  because  it  decreases 
the  attendance  at  the  preaching  services.  If  the  objection  is  based  on  the 
fact  that  there  is  a  better  opportunity  to  worship  God  at  the  church  services 
than  in  the  Bible  school,  it  is  a  valid  one.  If,  however,  it  is  caused  by 
the  pastor's  feeling  that  it  is  more  profitable  for  his  people  to  listen  to  him 
talk  than  to  study  God's  word,  it  is  a  petty  one. 

The  pastor's  duty  is  to  help  make  the  school  the  very  best  possible,  both 
in  worship  and  in  study,  and  then  to  use  his  influence  in  getting  his  people 
to  attend.     If  he  encourages  them  to  be  present,  many  will  come. 

IV.  Class  for. 

1.  Should  be  composed  of  both  sexes. 

2.  Should  be  as  large  as  possible.  The  social  instinct  has  much  to  do 
with  the  success  of  the  class. 

3.  Should  meet  in  a  room  by  itself,  so  that  the  class  may  have  its  own 
devotional  exercises  and  a  place  in  which  the  members  may  tarry  for 
sociability. 

4.  Should  be  a  part  of  the  school.  While  the  class  should  not  meet  with 
the  school  as  a  whole,  there  should  be  some  means  employed  for  emplia- 
sizing  the  fact  that  it  is  a  vital  part  of  it. 

V.  Teacher  for.  The  success  of  tht  class  depends  on  the  teacher.  It 
makes  no  difference  whether  this  one  be  a  male  or  a  female,  provided  he 
or  she  possesses  the  following  requirements: 

I.  Spir-itiiality.  Some  of  the  organized  classes  of  adults  might  as  well 
be  organized  in  connection  with  almost  anything  else  than  the  Bible  scliool, 
so  far  as  the  spiritual  good  that  results  from  the  organization  is  concerned. 
Some  run  to  seed  on  athleticS;  some  devote  themselves  to  amusement,  and 


BIBLE  SCHOOL   PEDAGOGY.  55 

some  are  noted  for  the  number  of  weddings  that  result  from  tlie  social  life 
of  the  class.  Unless  the  teacher  is  a  person  of  real  spirituality,  the  spiritual 
development  of  the  class  (which  should  be  the  only  reason  for  its  existence) 
will  be  negfected. 

2.  Leadership.  Either  the  teacher  leads  the  class  or  the  class  leads  the 
teacher. 

3.  Friendship.  The  teachers  who  prove  themselves  real  friends  to  their 
pupils  are  the  ones  who  can  lead  their  classes  along  spiritual  lines.  There 
are  many  all  round  us  whose  longing  Longfellow  has  voiced: 

Alas  !  to-day  I  would  give  everything 
To  see  a  friend's  face,  or  liear  a  %  oice 
That  has  the  slightest  tone  of  comfort  in  It. 

4.  Helpfulness.  The  instructions  given  to  adults  should  not  be  primarily 
for  the  purpose  of  inlelleclual  development  or  for  increase  of  information, 
but  to  help  them  fight  the  battles  of  life,  resist  its  temptations,  bear  its 
burdens,  and  perform  its  duties.  One  reason  why  so  many  Christian  adults 
formerly  remained  away  from  the  Bible  school  was  because  they  received 
there  almost  nothang  to  help  them  in  their  daily  lives.  This  brings  us  to 
the  thouglit  of — 

VI.  The  lesson  for. 

1.  Its  truths  should  be — 

(^/)  On  the  plane  of  the  pupils'  experience. 

{J})  Selected  with  a  view  to  their  everyday  needs. 

2.  It  should  be  taught — 

{a)  In  an  interesting  manner.  Many  adults  come  to  school  tired  and 
worried.  Many  are  harassed  with  perplexities  ;  many  are  burdened  with 
cares.  Hence,  if  the  lesson  is  not  presented  interestingly,  but  little  atten- 
tion will  be  paid  to  it. 

{b)  With  especial  reference  to  the  needs  of  the  pupils. 

Note. — While  the  methods  of  presentation  will  vary  according  to  the 
make-up  of  the  class,  the  writer  has  found  this  one  to  be  very  interesting 
and  profitable  : 

1.  A  very  brief  outline  of  the  lesson  given  as  a  lecture. 

2.  Rapid  questioning  of  and  by  the  class  on  that  outline. 

3.  A  few  topics,  selected  by  the  teacher  as  growing  out  of  the  text  and 
applicable  to  the  everyday  life  of  the  pupils,  written  on  t;he  board. 

4    The  class  selecting  one  or  more  of  these  which  they  wish  discussed. 

5.  A  free  consideration  by  the  class  of  the  selected  topic,  the  teacher 
keeping  the  discussion  within  the  proper  limits. 

6.  A  brief  closing  i*eview  or  summary  by  the  teacher,  in  which  the  prac- 
tical spiritual  appli.cation  is  made. 


56 


BIBLE  SCHOOL   PEDAGOGY. 


BLACKBOARD  OUTLINE. 


ADULTS. 

L  NEED  THE  SCHOOL, 
n.  NEEDED  IN  THE  SCHOOL. 

III.  PASTOR'S   DUTY  TO. 

IV.  CLASS  FOR: 

1.  Both  sexes. 

2.  Large. 

3.  Separate  room. 

4.  Part  of  school. 

V.  TEACHER  FOR: 

Requirements. 

1.  Spirituality. 

2.  Leadership. 

3.  Friendship. 

4.  Helpfulness. 
VI.  LESSON  FOR. 


REVIEW  QUESTIONS. 

Why  do  adults  need  the  Bible  school  ? 

Why  does  the  Bible  school  need  adults  ? 

What  is  the  pastor's  duty  to  adults  in  reference  to  the  Bible  school  ? 

Give  four  characteristics  of  the  class  for  adults. 

Name  four  requirements  of  teachers  for  adults. 

Why  is  spirituality  on  the  part  of  the  teaclier  required  ? 

How  should  the  teacher  manifest  helpfulness  to  the  pupil  ? 

Why  do  many  Christian  adults  remain  away  from  the  Bible  school  ? 

What  can  you  say  of  the  truths  selected  for  lessons  for  adults  ? 

How  should  the  lesson  be  taught  ? 

Give  a  method  of  teaching  adults  (either  your  own  or  the  one  suggested). 


LESSON  XIX.     REVIEW. 

1.  Review  Lessons  XVI,  XVII,  and  XVIII. 

2.  Review  Lessons  XII,  XIII,  and  XIV. 

3.  Review  Lessons  XII  to  XVIII,  inclusive. 

The  law  of  review.     "  The  completion,  test,  and  confirmation  of  teach- 
ing must  be  made  by  reviews." — JoJin  M.  Gregory,  LL.D, 


BIBLE  SCHOOL  PEDAGOGY,  57 

LESSON  XX.     now  TO  STUDY  THE  LESSON. 

*'  I  am  tired  of  listening  to  people  telling  Sunday  school  pupils  to  study 
the  lesson  at  home.  The  pupils  do  not  know  how  to  study  the  Sunday 
school  lesson,  and  the  teachers  are  not  able  to  tell  tliem  how  to  study  the 
lesson,"  said  an  indignant  day  school  teacher,  when  the  matter  of  the  fail- 
ure of  Sunday  school  pupils  to  study  their  lessons  at  home  was  being  dis- 
cussed. A  very  natural  in([uiry  is  :  Why  do  the  Bible  school  teachers  not 
know  how  their  pupils  should  study  the  lesson?  The  answer  is:  A  very 
large  majority  of  our  teachers  do  not  know  how  to  study  their  own  lessons. 
"  How  to  prepare  a  ]jil)le  school  lesson,"  is  a  favorite  theme  for  discussions 
at  conferences.  "  What  is  the  best  way  to  prepare  a  lesson  ?  "  is  a  ques- 
tion often  put  into  the  question  box.  A  very  successful  Bible  teacher  once 
declared  that,  when  he  started  out  in  his  work  in  the  Bible  school,  he 
heard  this  question  answered  frequently  in  such  a  way  that  he  came  to  the 
conclusion  that  in  order  to  prepare  a  lesson  one  had  to  give  all  the  working 
hours  of  the  week  for  that  purpose.  In  other  words,  should  one  prepare 
the  lesson  as  suggested  by  some  instructors,  there  would  be  no  time  left  for 
the  ordinary  duties  of  life.  The  following  hints  are  given  for  the  benefit 
of  busy  people : 

I.  Read  the  lesson  through  once.  This  should  be  for  the  purpose 
of  getting  the  main  thought  in  mind.  Tliere  are  those  who  leave  the 
reading  of  the  text  until  the  last  moment  of  preparation.  This  is  a  great 
mistake,  for  the  main  thought  of  the  lesson  well  in  mind  early  in  the  week 
is  of  great  advantage. 

II.  Carefully  read  the  title  and  the  golden  text.  This  should  be 
for  the  purpose  of  finding  the  chief  thought  of  each.  In  either  or  in  both 
the  thought  of  the  lesson  will  be  found. 

III.  Compare  the  thought  of  the  golden  text  or  of  the  title  with 
your  chief  thought  of  the  lesson.  By  doing  so  you  will  learn  whether 
wliat  you  consider  the  chief  thought  of  the  lesson  is  the  one  that  was  prom- 
inent in  the  thought  of  the  Lesson  Committee. 

IV.  Ask  yourself.  What  is  the  chief  lesson  that  I  should  learn 
from  the  text  ? 

V.  Ask  yourself,  What  is  the  chief  lesson  for  my  class  ?  The 
answer  to  this  at  times  will  be  very  difficult.  It  presupposes  a  knowledge 
of  the  needs  of  various  members  of  the  class.  Therefore,  study  of  the 
pupils  is  essential.  In  addition  to  this  study  the  teacher  should  take  a 
preview  of  the  lessons  to  come,  for  the  purpose  of  using  a  chief  thought 
from  each  one. 

VI.  Look  up  parallel  passages  of  Scripture.      But   few  teachers 


58  BIBLE  SCHOOL  PEDAGOGY. 

really  use  the  margins  of  their  Bibles  ;  but  few  really  know  how  to  handle 
their  concordance.  Hence,  many  of  the  lessons  stand  apart  without  any 
connection  with  other  lessons,  and  the  hop..skip-and-jump  method,  so  often 
complained  of,  is  followed  by  many  teachers. 

VII.  Select  suitable  illustrations.     Illustrations  are  of  two  classes  : 

1.  Those  which  appeal  to  the  ear  (or  verbal).  The  very  best  of  these 
are  those  which  appeal  to  the  imagination  of  the  pupil. 

2.  Those  which  appeal  to  the  eye,  such  as  pictures,  objects,  symbols, 
etc. 

Illustrations  may  be  derived  from  three  chief  sources  : 

{a)  From  Scripture. 

{b)  From  nature. 

(r)  From  incidents  in  the  everyday  life  of  the  pupils. 

VIII.  Make  an  outline.  Many  teachers  fail,  not  because  they  have  not 
material  enough  prepared,  but  because  they  have  not  the  material  oij^lined 
in  such  a  way  that  it  can  be  used.  A  few  moments  spent  in  making  the 
outline  will  be  amply  repaid  by  the  clearness  with  which  the  teacher  will 
have  the  subject-matter  of  her  teaching  in  mind. 

IX.  Memorize  the  outline.     Not  its  details,  but  its  main  divisions. 

X.  Brood  over  the  outline.  One  of  the  very  best  teachers  that  I  ever 
knew  was  a  poor  man  in  a  very  humble  walk  of  life.  He  worked  hard  all 
day,  and  often  far  into  the  night.  The  secret  of  his  success  in  teaching 
was  due  to  the  fact  that  after  he  had  outlined  his  lesson  he  kept  it  in 
mind  until  it  became,  as  it  were,  a  very  part  of  himself. 

XI.  Pray  over  it.  The  teacher  who  forgets  that  she  is  engaged  in 
spiritual  work  is  not  very  likely  to  be  successful.  The  one  who  does  the 
very  best  she  can  in  the  way  of  preparation,  and  then  a  ks  the  Lord's 
blessing  upon  what  has  been  prepared,  will  not  be  without  results  in  her 
teaching. 

XII.  Save  the  outline  for  future  use. 

All  of  the  above  takes  for  granted  that  the  teacher  is  preparing  her  les- 
son alone.  If  to  this  personal  preparation  can  be  added  the  power  that 
comes  from  conferences  in  the  teachers'  meeting,  the  preparation  will  be 
all  the  more  valuable. 

The  objection  that  will  be  naturally  made  to  the  above  plan  of  prepara- 
tion is  that  it  takes  too  much  time.  The  answer  is.  It  will  not  take  near 
so  much  time  as  may  be  expended  on  desultory  reading  that  will  be  of  little 
value  when  the  time  for  teaching  comes. 

The  results  of  this  method  of  preparation  are — 

1.  Preparation  becomes  easier  each  time. 

2.  The  teacher's  knowledge  of  the   Bible   is  increased.     This  increases 


BIBLE   SCHOOL    PEDAGOGY.  59 

her  power  in  presenting  any  specific  truth  or   in   teaching  any  part  of  the 
Bible. 

3.  The  wear  and  tear  of  the  teacher's  vital  and  nervous  forces  is  dimin- 
ished. The  headache,  the  backache,  and  the  general  break-up  that  frequently 
follow  the  attempt  at  teaching  the  lesson  are  often  due  to  the  teacher's 
lack  of  system  in  preparing  the  lesson. 

REVIEW  QUESTIONS. 

Why  is  it  often  useless  to  tell  pupils  to  study  their  lesson? 
Why  do  not  Bible  school  teachers  tell  their  pupils  how  t»  study  the  lesson? 
What  should  be  the  first  step  in  lesson  preparation  ? 
The  second  ? 

What  should  be  compared  ? 

^\'hat  two  questions  should  the  teacher  ask  himself? 
Name  two  principal  classes  of  illustrations. 
Name  three  sources  of  illustrations. 
What  is  the  value  of  an  outline  ? 
Why  should  the  teacher  pray  over  his  outline  ? 
What  will  reinforce  personal  preparation  ? 

How  would  you  answer  the  objection  :  This  method  takes  too  much  time  ? 
Give  three  of  the  results  of  following  this  method  of  preparation. 

What   are  spme   of  the    results  that  follow   the   attempt  to   teach  without  system   in 
preparation  ? 

SUPPLEMENT  TO  LESSON  XX. 

The  Teacher's  Texts, 
by  e.  w.  gilles. 

What  the  teacher  is  to  teach.     Acts  28.  31. 

The  manner  and  object  of  doing  it.     2  Tim.  2.  24-26. 

With  what  it  is  to  be  done.     2  Chron,  17.  9. 

In  preparing  the  lesson,  study,  search,  meditate,  pray. 

Note  in  the  following  references  that  when  we  study  we  have  a  Teacher, 
when  we  search  we  have  a  Guide,  when  we  meditate  we  have  One  who  will 
bring  to  our  remembrance,  and  when  we  pray  we  have  One  who  is  able  to 
give. 

Study.     2  Tim.  2.  15  ;  Jolin  14.  26. 

Search.     John  5.  39  ;  16.  13. 

Meditate.     Josh.  I.  8  ;  John  14.  26. 

Pray.     James  I.  5  ;  Prov.  2.  6. 

In  teaching,  teach  the  Word,  rather  than  about  the  Word. 

Teach  out  of  the  Word,  rather  than  outside  of  the  Word. 

Have  as  many  questions  as  possible  answered  out  of  the  Word,  by 
writing  the  questions  and  answer  references  on  the  bla'ckboard,  and  having 
the  scholars  find  and  read  them. 


6o  BIBLE  SCHOOL   PEDAGOGY. 

Ask  the  scholars  to  volunteer  answer  references  before  giving  any  your- 
self. 

Encourage  the  scholars  to  take  notes. — The  Sunday  School  Times. 


LESSON    XXI.     THREE    ArPROVED    PEDAGOGICAL 

PRINCIPLES. 

A  veteran  successful  principal  of  a  public  school,  who  has  had  a  varied 
experience  in  teaching  young  and  old,  says:  "I  have  read  many  of  the 
latest  works  on  psychology  and  pedagogy.  I  have  made  many  experiments 
in  methods,  and  I  am  convinced  that  all  the  pedagogical  principles  that 
are  really  necessary  to  successful  teaching  may  be  grouped  under  three 
headings,  namely.  Apperception,  Correlation,  and  Concentration.  The 
teacher  who  masters  and  applies  these  principles  will  have  results."  Tes- 
timony from  such  a  source  deserves  our  attention.  Let  us  consider  these 
three  principles : 

I.  Apperception. 

1.  Defined.  Apperception  may  be  defined  as  :  The  act  or  process  of 
adding  a  new  idea  or  a  series  of  new  ideas  to  an  old  one.  The  Standard 
Dictionary  gives  this  definition,  "  The  coalescence  of  a  part  of  a  new  idea 
with  an  old  one  by  modification."  Dr.  Hinsdale  says,  "Apperception 
literally  signifies  the  grasping  or  clasping  of  one  thing  to  another  ;  figura- 
tively, it  means  to  see  or  perceive  one  thing  by  way  of  another."  Slaugh- 
ter gives  Herbart's  idea  of  apperception  as  "the  assimilation  of  a  new 
element  to  a  given  mass  in  which  the  new  element  loses  entirely  its  dis- 
tinctive identity." 

2.  Equivalents.  Dr.  Gregory's  law,  "  The  truth  to  be  taught  must  be 
learned  through  truth  already  known,"  is  equivalent  to  saying,  "The 
principles  of  apperception  must  be  followed  in  teaching."  Patterson 
DuBois  pleads  for  the  same  thing  when  he  insists  that  we  must  find  "  the 
point  of  contact  in  teaching." 

3.  Illustrated.  The  following  account  of  an  unsuccessful  attempt  to 
illustrate  "  the  love  of  God  "  proves  the  necessity  for  the  recognition  and 
the  application  of  this  principle  : 

I  had  taught  the  class  for  about  six  weeks,  and  had  gotten  on  well  with 
all  the  boys  except  one,  who  was  about  thirteen  years  of  age,  and  who 
seemed  to  be  interested  in  the  topic  of  the  day  until  the  time  came  for 
making  the  personal  application.  For  example,  the  thought  was,  "God  is 
love."  I  wished  to  illustrate  it,  and  I  would  say  to  my  boy  :  "Albert,  God 
loves  you.     He  loves  you  more  than  your  father  loves  you."     Then  there 


BIBLE  SCHOOL  PEDAGOGY.  6i 


came  into  the  boy's  eye  a  look  that  1  could  not  understand.  It  was  hard 
and  cold.  .  Sometimes  there  was  a  sneer  on  his  face,  and  I  imagined  that 
my  boy  did  not  care  to  learn  a])Out  the  love  of  God. 

One  Sunday  afternoon  he  was  absent  from  the  class,  and  the  next  morn- 
ing I  was  irresistibly  impelled  to  visit  his  home.  On  entering  the  loom  in 
the  rear  tenement,  to  my  surprise,  I  found  that  the  boy  was  there  instead 
of  at  school.  His  mother  was  very  silent  and  reserved.  After  repeated 
efforts  to  engage  her  in  conversation  I  said  to  myself,  "  That  is  what  is  the 
matter  with  Albert ;  he  takes  after  his  mother."  But  the  Spirit  said  to  me, 
"  That  is  not  all  ;  there  is  some  other  reason  for  the  boy's  actions."  So  I 
chatted  as  pleasantly  as  I  could  to  the  woman,  who  responded  in  monosyl- 
lables. Suddenly,  without  any  apparent  cause,  she  burst  out  weeping,  and 
said;  "  Don't  be  hard  on  my  boy."  I  replied:  '*!  am  not  hard  on  your 
boy  ;  I  love  him.  That  is  the  reason  I  am  here  this  morning  instead  of 
being  at  my  work.'* 

Again  I  went  on  talking,  while  the  woman  merely  said  "yes  "  or  "  no," 
as  occasion  demanded.  Again,  apparently  without  any  reason,  she  burst 
out  crying.  When  she  could  control  herself  she  said :  "I  must  tell 
somebody ;  I  may  as  well  tell  you  as  anybody  else.  My  boy  and  I 
spent  the  night  out  in  that  area  way,  and  his  father  was  in  this  room  crazy 
drunk,  threatenmg  to  kill  us  with  a  bread  knife  if  either  of  us  came  into 
the  room."  Then  it  was  as  if  the  heavens  had  opened  to  give  me  light.  I 
had  been  trying  to  teach  the  boy  that  God  loved  him,  and  had  foolishly 
illustrated  that  love  by  a  father's  love.  He  had  no  father.  A  brute  lived 
in  the  same  house  with  him.  Was  it  any  wonder  that  he  did  not  want 
God's  love  ?  Afterward,  however,  when  I  could  take  my  boy  aside  and 
say  to  him,  "  Albert,  God  loves  you  more  than  your  mother  loves  you," 
he  understood  just  what  I  meant,  and  responded  to  my  teachings. 

That  God  is  love  is  a  grand  truth  ;  but  that  we  are  illustrating  that 
truth  in  the  i-ight  way  is  a  question.  Perhaps  some  with  whom  we  have  to 
deal  do  not  know  of  the  love  of  God  because  of  our  lack  of  wisdom  in 
presenting  that  love.  The  principle  of  apperception  will  help  us  here  as 
elsewhere. 

4.  Applied — 

(a)  By  questioning  learn  what  the  pupil  knows  concerning  the  fact  or 
truth  to  be  taught.     No  real  teaching  can  be  done  without  questioning. 

{b)  Start  with  that  with  which  the  pupil  is  thoroughly  familiar  in  his 
everyday  life  and  surroundings.  Gracefully  descend  to  the  pupil's  plane  of 
experience  ;  do  not  attempt  to  drag  him  up  to  where  you  are  living. 

(r)  Have  the  pupil  add  to  the  known  that  which  you  wish  him  to  learn. 
Albert  could  come  to  know  God's  love  only  through  his  knowledge  of  the 


62  BIBLE  SCHOOL  PEDAGOGY. 


love  of  some  one  with  whom  he  was  acquainted.     An  oft-repeated  but 
most  sadly-neglected  pedagogical  maxim  is,  "  Proceed  from  the. known  to 
the  unknown." 
II.  Correlation. 

1.  Defined.  "Correlation  is  the  act  of  bringing  into  orderly  connection 
or  reciprocal  relation." — Century  Dictionary.  For  the  teacher  correla- 
tion may  be  said  to  be  "  the  act  or  process  of  putting  a  number  of  truths 
or  facts  in  proper  relation  to  a  truth  or  fact  to  be  learned." 

2.  Abused.  Perhaps  no  real  pedagogical  principle  has  been  so  much 
abused  as  that  of  correlation.  Those  teachers  who  maintain  that  the 
geography  of  Greece  must  be  studied  Monday  morning,  that  the  history  of 
Greece  must  be  studied  Monday  afternoon,  and  the  politics  of  Greece  and 
the  literature  of"  Greece  and  the  art  of  Greece  and  the  philosophy  of  Greece 
must  be  studied  on  Tuesday  and  Wednesday  and  Thursday,  and  call  this 
correlation,  have  been  instrumental  in  creating  a  deserved  prejudice  against 
the  term  and  the  principle. 

3.  Applied.  There  is,  however,  a  proper  use  of  the  principle,  and  a  most 
helpful  one  it  is  for  those  teachers  wlio  do  not  abuse  it. 

The  lesson  is  on  the  little  of  Bunker  Hill.  A  skillful  instructor  wishes 
to  avail  himself  of  the  help  which  the  application  of  this  principle  affords. 
He  draws  a  map  of  the  country;  he  gets  his  boys  to  tell  all  they  know 
about  P)unker  Hill,  from  whatever  source  they  may  have  obtained  their 
knowledge.  There  is,  however,  but  one  thought  in  the  teacher's  mind, 
namely,  the  inculcation  of  patriotism.  He  wishes  his  pupils  to  have  such 
a  concqDtion  of  the  Battle  of  Bunker  Hill  as  will  enable  them  to  imagine 
it  in  their  minds,  to  reproduce  it  in  their  own  language,  and,  should  occa- 
sion ever  demand  it,  to  act  the  part  of  the  heroes  of  the  battle. 

The  Bibl-e  school  teacher  wishes  to  teach  the  second  great  law  of  our 
Lord,  "Thou  shalt  love  thy  neighbor  as  thyself."  He  takes  as  the  basis 
for  his  teaching  the  "  good  Samaritan."  By  questioning  he  may  cone- 
late  much  of  the  pupils'  knowledge  of  the  geography  of  the  road  from  Jeru- 
salem to  Jericho,  of  the  robbers,  priests,  Levites,  and  Samaritans.  He  may 
question  about  the  medicinal  properties  of  wine  and  oil,  and  even  talk 
about  the  money  of  Palestine,  but  it  is  all  with  one  object  in  view.  He 
wishes  his  pupils  to  be  so  impressed  with  the  nobility  of  the  good  Samari- 
tan that  they  will  obey  the  Master's  command,  "  Go,  and  do  thou  likewise." 

in.  Concentration. 

I.  Defined.  "  Concentration  is  the  act  of  collecting  or  combining  into 
or  about  a  central  point." — Century  Dictionaiy.  For  the  teacher  con- 
centration may  be  defined  as  "  the  act  or  process  of  making  all  teaching  on 
a  given  subject  converge  toward  the  fact  or  truth  to  be  learned." 


BIBLE  SCHOOL  PEDAGOGY.  63 

2.  Illustrated.  Ill  the  illustration  concerning  the  teaching  of  patriotism, 
by  using  Bunker  Hill  as  the  point  of  departure,  while  all  that  the  pupils 
know  on  the  subject  is  taken  advantage  of  according  to  the  principle  of 
corr^ation,  all  the  facts  are  made  to  converge  to  one  focal  point,  namely, 
patriotism.  To  succeed  in  this  is  to  apply  the  principle  of  concen- 
tration. 

3.  IV hy  needed?  Nowhere  more  than  in  the  Bible  school  is  there  a 
greater  waste  in  teaching,  because  most  teachers  attempt  to  teach  too 
much.  The  result  is  that  most  of  them  leave  no  very  definite  impressions 
on  the  minds  of  their  pupils.  Better  apply  the  principle  of  concentration 
so  that  only  one  truth  is  taught  each  Sunday,  than  to  give  vague,  indefinite 
ideas  concerning  a  dozen  truths. 

BLACKBOARD  OUTLINE. 


THREE   PEDAGOGICAL  PRINCIPLES. 


L  APPERCEPTION 


Defined. 
Equivalents, 
Illustrated. 
Applied. 

Defined. 
IL  CORRELATION:  How  abused  .? 

How  applied  ? 

Defined. 
HI.  CONCENTRATION-     Illustrated. 

Why  needed  ? 


REVIKW  QUESTIONS. 

What  is  the  meaning  of  the  word  pedagogical  ? 

What  is  a  principle  ? 

Name  three  approved  pedagogical  principles. 

What  is  apperception  ? 

Name  two  equivalents  for  it. 

Illustrate  apperception. 

Name  three  ways  of  applying  this  principle. 

What  is  correlation  ? 

How  has  the  principle  of  correlation  been  abused  ? 

Explain  the  proper  use  of  the  principle. 

What  is  concentration  ? 

Why  is  this  principle  so  necessary  ? 

Show  how  it  may  be  applied  in  teaching. 


64  BIBLE  SCHOOL  PEDAGOGY. 

LESSON  XXII.     BIBLE  SCHOOL  DISCIPLINE. 

I.  Change  concerning.  A  few  years  ago  one  dared  scarcely  speak  or 
write  concerning  discipline  in  the  Bible  school.  Hands  would  have  been 
held  up  in  horror,  and  the  writer  or  speaker  accused  of  attempting  to  in- 
troduce day  school  methods  into  the  Bible  school. 

Now  all  this  is  changed,  and  addresses  on  Bible  school  discipline  are 
eagerly  listened  to,  and  articles  on  that  subject  are  intelligently  read  and 
prayerfully  pondered  over. 

II.  Scripture  authority  for.  In  i  Cor.  14.  33  and  40  we  have  our 
authority  for  discipline  in  the  Bible  school:  "God  is  not  the  author  of 
confusion  [margin,  tumult  or  unquietness],  but  of  peace  ;  "  "  Let  all 
things  be  done  decently  and  in  order." 

III.  What  it  is  not.  Discipline  of  the  Bible  school  is  not  the  disci- 
pline of  the  army  or  of  the  school-ship,  nor  necessarily  of  the  day 
school. 

IV.  What  it  is.  We  will  not  attempt  to  give  a  definition,  for  it  is  dif- 
ficult to  get  a  definition  that  is  satisfactory  or  that  will  cover  all  points. 
For  himself  the  writer  has  found  the  following  satisfactory  as  a  working 
principle:  A  Bible  school  is  disciplined  when  the  right  thing  is  done  at  the 
right  time,  in  the  right  way,  by  the  right  person. 

V.  Principles.  All  we  can  do  here  is  to  give  some  general  principles. 
It  would  be  out  of  place  to  give  rules,  because  they  must  be  made  accord- 
ing to  circumstances  and  surroundings.  For  example,  all  should  be  early 
at  Bible  school.  This  is  the  principle.  What  is  meant  by  early  must  be 
decided  by  each  school.  In  some  schools  it  will  be  nine  o'clock,  in  others 
twelve  fifteen,  and  in  others  two  thirty. 

VI.  How  administered.  The  most  foolish  mistake  that  has  heretofore 
been  made  in  attempts  to  discipline  the  Bible  school  is,  that  the  discipline 
has  begun  at  the  wrong  end.  Discipline  should  begin  at  the  top  and 
proceed  downward.  Following  this  principle,  these  persons  should  be 
disciplined  in  regular  order  : 

1.  The  leader.  Who  stands  at  the  head  of  the  school?  Is  it  the  pastor 
or  the  superintendent  ?  Whoever  is  at  the  top  should  first  be  subject  to 
discipline.  What  a  change  there  would  be  in  maiiy  schools  if  the  leader 
could  say  to  the  school,  "  Do  what  I  do,  and  not  what  I  say?" 

2.  Officers.  My  judgment,  based  on  varying  experience  in  visiting 
many  schools,  is.  There  is  more  disorder  on  the  part  of  the  average  officer 
of  the  Bible  school  than  thei-e  is  on  the  part  of  the  average  pupil. 

3.  Teachers.  "I  do  not  know  what  I  am  going  to  do  with  my  boys," 
said   a  teacher  to  the  superintendent.      "What  is  the  matter  with  your 


BIBLE  SCHOOL  PEDAGOGY.  65 

boys  now  ?  "  he  inquired.  "  They  will  not  sing."  Superintendent  smiled 
and  replied,  "Of  course  not."  "Why  not?"  he  was  asked.  "Because 
you  do  not  sing."  "  But  I  cannot  sing."  "  Well,  then,  you  have  no  right 
to  ask  your  boys  to  sing."  Until  the  teachers  of  the  classes  are  willing  to 
be  orderly,  and  to  do  what  the  pupils  are  requested  to  do,  there  is  little 
hope  of  order  in  the  school. 

4.  The  older  pupils.  When  this  question  of  discipline  is  being  discussed 
at  institutes  a  question  something  like  this  is  often  put,  "  What  are  you 
going  to  do  with  the  class  of  old  ladies  that  sit  in  the  corner  '  visiting ' 
during  the  devotional  exercises  ?  "  There  is  where  the  rub  is.  The  super 
intendent  is  powerless  in  disciplining  boys  and  girls  while  their  mothers 
and  grandmothers  set  them  a  bad  example. 

5.  Younger  pupils.  When  officers,  teachers,  and  older  pupils  are  in 
order,  then  is  the  time  to  talk  to  the  younger  pupils.  Then  it  will  be 
easy  to  discipline  the  younger  pupils,  but  it  is  almost  useless  to  make  the 
attempt  unless  those  who  are  older  set  the  example. 

VII.  How  to  provide  for. 

1.  Let  the  officers  of  the  school  settle  on  what  is  best  for  the  welfare  of 
the  school. 

2.  Have  any  point  that  may  be  questioned  talked  over  and  frequently 
discussed  in  teachers'  meeting.  All  rules  should  be  at  least  ratified  by  the 
teachers,  with  the  understanding  that  they  are  to  give  them  their  hearty 
suppoit. 

3.  Make  known  to  those  who  are  to  be  affected  by  them  the  rules  that 
are  made  for  the  welfare  of  the  school.  There  are  some  rules  that  the 
pupils  need  know  nothing  about,  because  they  relate  only  to  officers  or  to 
teachers. 

4.  Let  those  in  authority  set  the  example  in  all  matters  of  order. 

5.  Deal  with  offenders  personally.  A  school  should  never  be  scolded  for 
its  misdeeds,  and  only  in  extreme  cases  should  a  class  or  individual  be 
spoken  to  publicly.  Often  when  the  majority  of  the  school  is  subject  to 
discipline  there  will  be  occasionally  a  disorderly  boy  or  a  disorderly  girl. 
(See  Supplement  to  this  lesson.) 

VIII.  Hints. 

I.  Atmosphere.  Just  as  the  physical  atmosphere  has  much  to  do  with 
the  physical  welfare,  so  the  spiritual  atmosphere  of  the  school  affects  the 
members  thereof.  Not  only  should  the  sanitation  be  looked  after  and  im- 
pure air  excluded,  but  there  should  be  a  striving  after  that  other  atmosphere 
which  affects  the  spirits  of  the  pupils  and  greatly  helps  in  the  maintaining 
of  order.  As  a  rule,  the  noisy  superintendent  will  have  a  noisy  school, 
while  a  quiet  superintendent  calms  the  school.  A  fussy  teacher  will  have 
5 


66 


BIBLE  SCHOOL   PEDAGOGY. 


a  fussy  class,  while  the  self-possessed,  orderly  teacher  will  be  able  to  influ- 
ence the  pupils  in  the  right  direction. 

2.  Cooperation.  The  officers  of  the  school  should  endeavor  to  secure  the 
cooperation  of  every  member  thereof  in  regard  to  any  matter  relating  to 
the  order  of  the  school.  Wherever  possible,  the  parents  and  relatives  of 
the  pupils  should  also  be  urged  to  cooperate  with  the  officers  of  the  school 
in  maintaining  a  very  high  grade  of  discipline. 

3.  Rewards.  But  little  commendation  is  generally  given  to  those  who  do 
well.  The  reason  for  this,  perhaps,  is  that  so  much  time  has  to  be  spent 
on  offenders.  Wherever  possible,  instead  of  punishing  for  breaches  of 
discipline,  rewards  should  be  given  to  those  who  strive  to  do  their  best. 
These  need  not  necessarily  have  any  monetary  value,  but  should  be  of  such 
a  character  as  to  stimulate  to  good  behavior. 

4.  Impartiality.  Partial  officers  or  teachers  are  a  source  of  much  dis- 
order. All  questions  should  be  settled  on  the  basis  of  what  is  right,  and 
not  on  the  basis  of  a  desire  to  please  a  few  individuals.  The  temptation, 
which  is  strong  in  the  latter  dii^ection,  should  be  steadfastly  resisted. 
Workers  and  pupils  have  confidence  in  their  leaders  when  they  realize  that 
what  is  being  done  is  for  the  welfare  of  the  school,  and  not  to  please  a  few 
individuals. 

BLACKBOARD  OUTLINE. 


BIBLE    SCHOOL   DISCIPLINE. 

L 

CHANGE  CONCERNING. 

IL 

AUTHORITY  FOR. 

III. 

WHAT  IT  IS  NOT. 

IV. 

WHAT  IT  IS. 

V. 

PRINCIPLES. 

VI. 

HOW  ADMINISTERED: 

I.   Leader. 

2.  Officers. 

3.  Teachers. 

4.  Older  pupils. 

5.  Younger  pupils. 

VII. 

HOW  TO  PROVIDE  FOR. 

VIII. 

HINTS: 

I.  Atmosphere. 

2.  Cooperation. 

3.  Rewards. 

4.   Impartiality. 

BIBLE  SCHOOL   PEDAGOGY.  67 

REVIEW  QUESTIONS. 

Within  the  past  few  years  what  change  has  taken  place  concerning  Bible  school  discipline  ? 

What  is  our  Scripture  authority  for  Bible  school  discipline  ? 

What  is  Bible  school  discipline  ? 

Why  cannot  we  give  rules? 

What  mistake  has  been  made  in  administering  Bible  school  discipline  ? 

How  should  it  be  administered? 

Give  an  illustration  of  a  teacher  being  in  disorder. 

How  should  discipline  be  provided  for  in  the  Bible  school  ? 

How  should  offenders  be  dealt  with  ? 

How  may  a  helpful  atmosphere  be  created  ? 

Who  should  cooperate  in  securing  discipline  "^ 

What  is  your  idea  of  rewards  ? 

Why  is  impartiality  in  administration  necessary? 

SUPPLEMENT  TO  LESSON  XXIL 
Disciplining  the  Boy  and  the  Girl. 

The  question  is  frequently  asked,  "  What  shall  I  do  with  the  bad  boy 
who  disturbs  the  class  and  the  school?"  The  answer  is  invariably,  "I 
cannot  say  until  I  have  seen  and  known  more  about  the  boy."  As  a  speci- 
men of  what  may  be  done  we  present  the  following  : 

A  teacher  comes  to  the  superintendent  on  a  Sunday  afternoon  and  de- 
clares she  cannot  longer  get  along  with  John  ;  either  he  or  she  will  have 
to  leave  the  class.  The  superintendent  inquires  what  John  has  been  doing, 
and  is  assured  that  he  has  been  guilty  of  several  breaches  of  good  conduct. 

At  his  earliest  opportunity  the  superintendent  has  an  interview  with 
John,  when  no  one  is  by,  and  something  like  the  following  conversation  is 
held: 

"  John,  what  do  you  expect  to  be  when  you  become  a  man  ?  " 

•*  I  expect  to  be  a  lawyer." 

"  That's  capital.  What  are  you  doing  in  the  way  of  preparing  yourself 
for  your  chosen  work?  " 

"I  am  in  a  lawyer's  office,  and  when  I  have  earned  money  enough  I 
expect  to  go  to  a  law  school." 

'  That's  fine.  Suppose,  John,  that  you  were  to  go  to  your  office  to- 
morrow and  were  to  do  thus,  and  thus,  and  thus  ?  "  (here  mentioning  the 
offenses  of  which  John  has  been  guilty.) 

"  I  wouldn't  do  those  things  in  an  office." 

"  Suppose  you  did  do  them,  how  long  do  you  think  your  employer 
would  keep  you  there?" 

"  He  might  tell  me  about  them  once  or  twice,  and  then,  if  I  didn't  stop 
them,  he  would  discharge  me." 


68  BIBLE  SCHOOL   PEDAGOGY. 

"  Exactly,  John.  And  do  you  suppose  that  we  are  going  to  let  you  do 
things  in  God's  house  that  you  are  not  permitted  to  do  in  a  lawyer's  office  ?  " 

'*  No,  sir." 

"Your  teacher  tells  me  that  you  have  been  doing  these  things.  Is  that 
so?" 

"  Yes,  sir." 

"  You  think  that  is  right  ?  " 

"  No,  sir." 

"  Are  you  going  to  continue  doing  them?" 

"  No,  sir." 

"Well,  don't  let  me  hear  of  them  again.  You  have  no  right  to  do 
things  here  that  your  employer  would  not  permit  in  his  office,  so  just  try 
and  see  if  you  cannot  do  better  hereafter." 

A  new  thought  has  been  put  into  John's  mind.  He  imagined  the  Sun- 
day school  was  a  place  in  which  he  could  do  as  he  chose.  He  is  now 
given  the  impression  that  he  is  mistaken,  and  by  keeping  at  John  along 
these  lines  we  get  him  to  see  how  foolishly  he  is  misbehaving. 

Another  teacher  comes  along  and  says:  "  Annie  is  irrepressible  this  af- 
ternoon. She  gets  worse  and  worse  the  older  she  grows.  I  wish  you  would 
help  me  to  do  something  for  her,  for  unless  she  changes  she  will  soon  have 
my  whole  class  spoiled."  The  superintendent  inquires  about  Annie's 
offenses,  and  is  informed  specifically  concerning  them.  The  teacher  as- 
sures the  superintendent  that  there  is  no  mistake  concerning  the  facts  ;  that 
she  is  perfectly  sure  that  Annie  is  guilty.  Soon  after  an  opportunity  pre- 
sents itself  for  a  quiet  talk  with  Annie.     It  is  somewhat  as  follows : 

"  What  do  you  expect  to  do,  Annie,  when  you  are  a  woman  ?" 

"  I  expect  to  be  a  school-teacher." 

"  Well,  are  you  getting  ready  for  your  lifework  ?" 

"Yes,  sir." 

"  How  ?  " 

"  I  am  at  the  Normal  College,  studying  all  the  time." 

"  O,  I  had  forgotten  that.  I  am  glad  to  hear  it.  What  do  they  do 
there,  Annie,  when  young  women  misbehave  ?  " 

"  They  talk  to  them  and  give  them  demerits." 

"  Well,  suppose  they  keep  on  misbehaving,  what  then?" 

"  They  would  probably  be  dismissed  from  the  college." 

"What  would  they  do  to  you,  Annie,  if  you  were  to  persist  in  doing 
thus,  and  thus,  and  thus  ?"  (mentioning  the  offenses  of  which  she  had  been 
guilty  in  her  class.) 

"  They  would  speak  to  me  about  it  and  give  me  demerits  for  each  of- 
fense, and  if  I  didn't  improve  they  would  dismiss  me." 


BIBLE  SCHOOL   PEDAGOGY.  69 

"  Now,  Annie,  do  you  think  you  have  a  right  to  do  things  in  Sunday 
school  that  wouldn't  be  allowed  in  the  Normal  College  ?" 

"No,  sir." 

"  But  your  teacher  tells  me  that  you  have  persisted  in  doing  these  things 
I  have  mentioned.     Is  this  true  ?  " 

'•  Yes,  sir." 

"  Is  it  right  ?  " 

"  No,  sir." 

'*  Are  you  going  to  keep  on  doing  it  ?  " 

"  No,  sir." 

To  Annie  a  new  idea  has  come.  She  has  at  least  begun  to  think  that 
the  Sunday  school  has  as  much  claim  for  good  conduct  as  the  Normal  Col- 
lege. Perhaps  she  is  not  cured  all  at  once,  but  by  persistent,  kind,  and 
continuous  treatment  along  this  line  she  is  led  to  see  how  foolish  and  sin- 
ful she  is  acting,  and  it  is  very  rarely  that  a  girl  is  met  with  who  will  not 
mend  her  way  when  approached  in  this  manner. 


LESSON  XXIII.     HABIT. 

'*  Habit  is  a  cable.  We  weave  a  thread  of  it  every  day,  and  at  last  we 
cannot  break  it," 

I.  Defined.  "  Habit  is  that  condition  of  the  mind  or  body  which  is 
manifested  in  the  tendency  to  unconscious  repetition  of  acts  or  states. — 
Roark. 

II.  Illustrated.  There  is  a  man  who  always  feels  restless  on  a  Sunday 
afternoon  that  does  not  find  him  in  attendance  at  the  Bible  school.  Why  ? 
Because  in  early  youth  he  formed  the  habit  of  attendance,  and  now  it  is 
difficult  for  him  to  break  that  good  habit.  There  are  two  devout  Christian 
workers  for  the  Master.  To  one  reading  God's  word  and  praying  are 
almost  as  natural  as  breathing.  The  other  has  to  use  his  will  to  force  him- 
self to  read  the  word  and  pray.  Why  the  difference  ?  The  former  formed 
this  habit  in  childhood,  the  latter  did  not. 

III.  Kinds.  There  are  three  general  classes  of  habits,  namely,  physical, 
intellectual,  and  moral.  The  first  and  the  second  of  these  exercise  great 
influence  over  the  third.  Some  of  the  worst  evils  of  the  day  grow  out  of 
bad  physical  or  intellectual  habits. 

IV.  How  formed. 

I.  By  repetition.  Habit  is  the  result  of  repetition.  Every  time  a  thing 
is  done  makes  it  easier  to  do  that  thing  the  next  time.  Every  time  it  is 
done  in  a  certain  way  makes  it  easier  to  do  it  in  that  way  the  next  time. 


70  BIBLE  SCHOOL   PEDAGOGY. 

2.  Very  easily. 

3.  Almost  imperceptibly.  ^ 

4.  By  degrees. 

Ill  habits  gather  by  unseen  degrees, 
As  brooks  make  rivers,  rivers  run  to  seas. 

— Dryden. 

V.  Parents'  relation  to. 

1.  Comes  first.     Home  occupies  first  place  in  the  child's  world. 

2.  Is  controlling.  Occasionally  habits  formed  in  the  home  may  be 
changed,  but  more  generally  they  control  the  child  and  the  adult. 

3.  Should  begin  early.  Many  parents  realize  too  late  that  they  have 
allowed  their  children  to  form  bad  habits. 

4.  Should  be  continuous.  Parents  should  never  delegate  to  the  public 
school  teacher  or  to  the  Bible  school  teacher  the  privilege  of  forming  the 
habits  of  their  children.        '  / 

No  change  in  childhood's  early  day, 

No  storm  that  raged,  no  thought  that  ran. 
But  leaves  a  track  upon  the  clay. 

Which  slowly  hardens  into  man. 

— Romanes. 

VI.  The  teacher's  relation  to.  While  the  teacher  cannot  take  the 
place  of  the  parent,  she  still  has  a  large  place  to  fill  in  the  formation  of 
the  habits  of  the  children.     Her  relation  to  the  child  in  this  respect — 

1.  Is  most  important. 

2.  Should  be  appreciated. 

3.  Should  be  improved. 

VII.  The  teacher  may  help  the  pupil  to  form  good  habits — 

1.  By  example.  Habits  of  punctuality,  order,  courtesy,  reverence,  truth- 
fulness, giving,  church  attendance,  etc.,  can  be  inculcated  by  the  teacher's 
example. 

2.  By  suggestion.  Especially  are  very  little  children  open  to  sugges- 
tions. A  suggestion  made  by  the  Bible  school  teacher  in  the  direction  of 
formation  of  good  habits,  if  backed  by  her  example,  will  have  great  in- 
fluence. 

3.  By  drilling.  The  very  best  way  to  form  a  habit  is  to  do  the  thing 
which  one  wishes  to  have  done.  Therefore,  in  all  matters  of  spiritual 
development,  the  teacher  should  not  wait  long  for  the  pupil  to  apply  the 
lesson  taught,  but  should  drill  the  pupils  in  its  truth.  Is  the  lesson  on 
obedience  ?  The  teacher  can  drill  the  child  in  obedience.  Is  it  on  kind- 
ness ?  The  teacher  can  drill  in  that  most  important  exercise,  and  so  on  all 
along  the  line. 


BIBLE  SCHOOL   PEDAGOGY. 


71 


VIII.  The  result  of.  "  Character^  the  supreme  end  of  all  home  train- 
ing and  all  school  work,  is  but  another  name  for  habit — habit  that  possesses 
the  veiy  fiber  of  body  and  mind.  As  we  sow  iiabits  in  muscle  and  nerve 
and  brain,  so  shall  we,  and  those  who  come  after  us,  reap  in  aptitude,  in 
skill,  in  character." — Roark.  "Whatsoever  a  man  soweth,  that  shall  he 
also  reap.  For  he  that  soweth  to  his  Hesh  shall  of  the  flesh  reap  corruption  ; 
but  he  that  soweth  to  the  Spirit  shall  of  the  Spirit  reap  life  everlasting  " 
(Gal.  6.  7,  8). 

BLACKBOARD  OUTLINE. 


HABIT. 
L  DEFINED. 
IL  ILLUSTRATED. 
IIL  KINDS. 
IV.  HOW  FORMED. 
V.  PARENTS'  RELATION  TO. 
VI.  TEACHER'S  RELATION  TO. 
VII.  TEACHER  MAY  HELP:  By— 


1.  Example. 

2.  Suggestion. 

3.  Drilling. 

VIII.  RESULT  OF. 


REVIEW  QUESTIONS. 
What  is  habit  ? 
Illustrate. 

What  kinds  of  habit  are  there  ? 
How  are  habits  formed? 

What  is  the  parents'  relation  to  the  child's  habits? 
What  is  the  teacher's  relation  to  the  pupil's  habits? 
How  may  the  teacher  help  the  pupil  in  the  formation  of  good  habits? 
Illustrate  each  point  in  your  answer. 
What  is  the  result  of  habit  ? 
What  shall  one  reap  ? 


LESSON  XXIV.     SPIRITUAL  TOWER. 

The  wise  teacher  in  the  secular  school  takes  into  account  not  only  the 
forces  with  which  she  has  to  contend,  but  also  those  forces  that  she  may 
summon  to  her  aid.  In  like  manner  the  Bible  school  teacher  should  not 
only  study  God's  word  and  learn  how  to  apply  it,  but  should  also  try  to 


72  BIBLE  SCHOOL  PEDAGOGY. 

understand  what  is  meant  by  being  filled  with  the  Holy  Spirit.  Hence, 
while  the  very  highest  intellectual  keenness  should  be  aimed  at,  and  no 
element  of  preparation  should  be  depreciated  or  neglected,  the  spiritual 
help  that  may  be  had  from  above  should  be  understood  and  appropriated. 

I.  Source  of.  Physical  and  intellectual  power  may  be  developed  in 
many  ways,  but  the  Bible  school  teacher  must  have  behind  them  spiritual 
power.  This  comes  from  God  alone.  Our  study  of  child  nature  and  our 
understanding  of  psychology,  with  the  pedagogical  principles  that  have 
been  evolved,  will  but  prepare  us  to  be  the  instruments  for  the  communi- 
cation of  that  which  comes  through  the  Holy  Spirit. 

II.  Ho"W  obtained.  We  must  ever  bear  in  mind  the  words  of  our 
Master:  "  The  wind  bloweth  where  it  listeth  ;  ...  so  is  everyone  that  is 
born  of  the  Spirit."  This  means  that  it  is  foolish  for""  us  to  try  and  set 
down  hard-and-fast  rules  concerning  the  obtaining  of  spiritual  power. 
Three  elements  in  the  method  of  obtaining  the  power  may  be  kept  in 
mind  : 

1.  Prayer.  Without  earnest,  continuous  prayer  the  Spirit  is  not  given. 
(See  Luke  ii.  13  ;  Acts  i.  14.) 

2.  Separation.  Those  who  mingle  with  and  are  like  the  people  of  the 
world  are  not  persons  whom  God  uses  as  instruments  for  the  transmission 
of  his  power. 

3.  Use.  Many  would  like  spiritual  power  for  the  sake  of  being  great 
leaders  or  great  teachers;  but  God  gives  this  power  only  to  be  used  for 
his  glory  and  for  the  advancement  of  his  kingdom. 

III.  How  lost.  It  is  quite  possible  to  be  used  by  God  at  times,  and 
then  to  lose  the  power.  The  following  are  some  of  the  ways  through  which 
it  may  be  lost :     Through — 

1.  Unbelief.  Faith  is  a  prerequisite  to  receiving  power.  Lack  of  faith 
results  in  the  loss  of  power. 

2.  Trijiing.  As  we  read  the  epistles  of  Paul  to  the  early  Christians  we 
realize  how  the  Lord  withholds  power  from  those  who  are  not  willing  to 
be  serious  in  their  work  for  him. 

3.  Indulgence.  Sensual  indulgences  of  all  kinds  tend  to  a  separation 
from  God.     Hence,  the  loss  of  power. 

4.  Pride.  If  pride  is  "the  never-failing  vice  of  fools,"  it  is  not  to  be 
wondered  at  that  the  Lord  will  not  use  the  proud  man. 

5.  Sin.  This,  of  course,  will  separate  us  from  God  and  keep  him  from 
using  us. 

IV.  How  much  ?  The  question  has  frequently  been  asked,  How  much 
of  spiritual  power  may  one  have  ?  The  answer  is.  Just  as  much  as  one  is 
willing  to  use  for  the  glory  of  God  and  humanity.     The  selfish  Christian 


BIBLE  ^SCHOOL   PEDAGOGY.  73 

or  the  lazy  Christian  will  have  no  power.    The  unselfish,  working  Christian 
will  have  power  enough  for  the  present  duty,  and  no  more. 

V.  Results  of.     If  the  teacher  has  this  power  there  will  be  results — 

1.  For  the  pupil. 

{a)  Regeneration.  The  Bible  will  never  convert  anyone.  Knowledge 
of  Bible  truths  will  not  convert  one.     This  is  the  work  of  the  Spirit. 

(^)  Spiritual  growth. 

(c)  Perception  of  those  things  not  discernible  through  the  senses.  (See 
I  Cor.  2.  g,  10.) 

2.  For  the  teacher.  In  addition  to  this,  the  teacher  working  through  the 
power  of  the  Holy  Spirit — 

{a)  Will  work  easily. 
{b)  Will  work  successfully. 

(f)  Will  enjoy  the  fruits  of  the  Spirit.  (See  Gal.  5.  22,  23.)  This  will 
make  the  teacher's  work  a  pleasure  and  a  joy. 

VI.  Hints. 

1.  While  the  Holy  Spirit  is  a  distinct  person,  it  is  foolish  to  speculate 
as  to  who  furnishes  the  power — the  first,  the  second,  or  the  third  person  of 
the  Godhead.  Paul  says,  "It  is  God  that  worketh  in  you,"  Jesus  says, 
"  Without  me  ye  can  do  nothing."  Compare  these  thoughts  with  the  fol- 
lowing:  Acts  I.  2  ;  2.  4,  17,  33,  38;  4.  10,  31  ;  5.  3,  19,  etc. 

2.  Do  not  expect  any  wonderful  outward  demonstration  of  the  Holy 
Spirit.     This  is  the  dispensation  of  the  still,  small  voice. 

3.  In  speaking  to  children  concerning  the  Holy  Spirit  be  very  simple 
and  explicit.  Do  not  take  it  for  granted  that  they  understand  the  truth  as 
you  apprehend  it.  "  What  did  Jesus  say  he  would  send  when  he  went 
away?"  A  little  one  answered,  "A  quilt."  Strange  answer,  one  might 
say,  and  yet  very  natural  when  we  understand  what  was  in  the  child's 
mind.  She  had  heard  somebody  talk  about  the  "Comforter."  To  her 
mind  this  was  the  same  as  "  comfortable,"  and  her  word  for  comfortable 
was  "  quilt." 


74 


BIBLE  SCHOOL   PEDAGOGY. 


BLACKBOARD    OUTLINE. 


SPIRITUAL    POWER. 

L  SOURCE  OF. 

W.  HOW  OBTAINED: 

1.  Prayer. 

2.  Separation. 

3.  Use. 

III.  HOW  LOST:  Through— 

1.  Unbelief. 

2.  Trifling. 

3.  Indulgence. 

4.  Pride. 

5.  Sin. 

IV.  HOW  MUCH? 
V.  RESULTS  OF. 

VI.  HINTS. 


REVIEW  QUESTIONS. 

What  does  the  Bible  school  teacher  need  in  addition  to  intellectual  preparation? 

What  is  the  source  of  spiritual  power? 

How  may  spiritual  power  be  obtained  ? 

How  may  it  be  lost  ? 

How  much  spiritual  power  has  a  worker  the  right  to  expect  ? 

Which  of  the  three  persons  of  the  Godhead  furnishes  the  power  ? 

Should  we  expect  any  outward  demonstration  of  power  ? 

How  should  children  be  talked  to  in  reference  to  the  Holy  Spirit  ? 


SUPPLEMENT  TO  LESSON  XXIV. 

The  following  extracts  are  taken  from  the  Tongue  of  Fire,  by  William 
Arthur,  a  work  which  furnished  many  of  the  hints  in  the  preceding  chapter, 
and  which  is  heartily  recommended  to  aJl  teachers  who  believe  that  their 
work  is  more  than  intellectual : 

"  Suppose  we  saw  an  army  sitting  down  before  a  granite  fort,  and  they 
told  us  that  they  intended  to  batter  it  down  ;  we  might  ask  them, 
'  How?*  They  point  to  a  cannon  ball.  Well,  but  there  is  no  power  In 
that  ;  it  is  heavy,  but  not  more  than  half  a  hundred,  or  perhaps  a  hundred, 
weight  ;  if  all  the  men  in  the  army  hurled  it  against  the  fort,  they  would 
make  no  impression.  They  say,  'No;  but  look  at  the  cannon.'  Well, 
there  is  no  power  in  that.  A  child  may  ride  upon  it,  a  bird  may  perch  in 
its  mouth  ;  it  is  a  machine,  and  nothing  more.     '  But  look  at  the  powder  ! ' 


BIBLE   SCHOOL   PEDAGOGY.  75 

Well,  there  is  no  power  in  that  ;  a  child  may  spill  it,  a  sparrow  may  peck 
it.  Yet  this  powerless  powder  and  powerless  ball  are  put  into  the  power- 
less cannon,  one  spark  of  fire  enters  it,  and  then,  in  the  twinkling  of  an 
eye,  that  powder  is  a  flash  of  lightning,  and  that  ball  a  thunderbolt  which 
smites  as  if  it  had  been  sent  from  heaven.  So  it  is  with  our  Church 
machinery  at  this  day :  we  have  all  the  instruments  necessary  for  pulling 
down  strongholds,  and  O  for  the  baptism  of  fire  ! 

"When  a  lecturer  on  electricity  wants  to  show  an  example  of  a  human 
body  surcharged  with  his  fire  he  places  a  person  on  a  stool  with  glass  legs. 
The  glass  serves  to  isolate  him  from  the  earth,  because  it  will  not  conduct 
the  fire — the  electric  fluid  ;  were  it  not  for  this,  however  much  might  be 
poured  into  his  frame,  it  would  be  carried  away  by  the  earth  ;  but  when 
thus  isolated  from  it  he  retains  all  that  enters  him.  You  see  no  fire,  you 
hear  no  fire,  but  you  are  told  that  it  is  pouring  into  him.  Presently  you 
are  challenged  to  the  proof— asked  to  come  near  and  hold  your  hand  close 
to  his  person  ;  when  you  do  so  a  spark  of  fire  shoots  out  toward  you.  If 
thou,  then,  wouldst  have  thy  soul  surcharged  with  the  fire  of  God,  so  that 
those  who  come  nigh  to  thee  shall  feel  some  mysterious  influence  proceed- 
ing out  from  thee,  thou  must  draw  nigh  to  the  source  of  that  fire,  to  the 
throne  of  God  and  of  the  Lamb,  and  shut  thyself  out  from  the  world — that 
cold  world  which  so  swiftly  steals  our  fire  away.  Enter  into  thy  closet, 
and  shut  thy  door,  and  there,  isolated,  'before  the  throne,'  await  the  bap- 
tism ;  then  the  fire  shall  fill  thee,  and  when  thou  comest  forth  holy  power 
will  attend  thee,  and  thou  shalt  labor,  not  in  thine  own  strength,  but 
'  vvith  demonstration  of  the  Spirit,  and  with  power.'  " 


LESSON  XXV.     REVIEW. 

1.  Review  Lessons  XX  to  XXIV,  inclusive. 

2.  Review  Lessons  V,   XI,  XV,   and  XIX. 

3.  Review  any  points  that  are  not  clearly  fixed  in  the  mind. 


BIBLIOGRAPHY. 


The  following  are  suggested  for  those  who  wish  to  pursue  their  studies 
farther  in  the  subjects  referred  to  in  the  Outlines: 

Psychology. 

Talks  on  Psychology.     A.  S.  Welch,  LL.D. 
The  Story  of  the  Mind.     James  Mark  Baldwin. 
Psychology  in  Education.     Ruric  N.  Roark,  Ph.D. 
Psychology  and  Psychic  Culture.     Reuben  Post  Halleck,  M.A. 

PEDAGOGY. 

Guidebooks  for  Teachers.     W.  H.  Hall. 
Hints  on  Early  Education.     Funk  &  Wagnalls,  Publishers. 
Teaching  and  Teachers.     H.  Clay  Trumbull,  D.D. 
Hints  on  Child  Training.     H.  Clay  Trumbull,  D.D. 
The  Point  of  Contact  in  Teaching.     Patterson  DuBois. 
The  Seven  Laws  of  Teaching.     John  M.  Gregory,  LL.D. 
Sunday  School  Work  and  Bible  Study  in  the  Light  of  Modern  Pedagogy. 
A.  C.  Ellis.  Ped.  Sem.,  Vol.  III. 

How  to  Teach  the  Bible.     J.  M.  Gregory,  LL.D. 

Apperception.     Lange. 

Sunday  School  Science.     Rev.  Richard  S.  Holmes,  M.  A. 

Study  of  Child  Nature. 

Love  and  Lav/  in  Child  Training.     Emilie  Poulsson. 
A  Study  of  Child  Nature.     Elizabeth  Harrison. 
Child  Culture  in  the  Home.     Martha  B.  Mosher. 
Children's  Rights.     Kate  Douglas  Wiggins. 
Beckonings  from  Little  Hands.     Patterson  DuBois. 
The  Place  of  the  Story  in  Education.     Sara  E.  Wiltse. 


78  BIBLIOGRAPHY. 


Classification  of  Pupils. 

Ways  of  Working.     Rev.  A.  F.  Schauffler,  D.D. 

Graded  Sunday  Schools.     Rev.  Jesse  Lyman  Hurlbut,  D.D. 

The  Bible  School.     Rev.  A.  H.  McKinney,  Ph.D. 

An  Up-To-Date  Sunday  School.     E.  A.  Fox. 

The  Sunday  School  Times.     Various  Articles. 

The  Kindergarten. 

The  Kindergarten  in  a  Nutshell.     Nora  Archibald  Smith, 
The  Kindergarten  of  the  Chuixh.      Mary  Chisholm  Foster. 
The  Kindergarten  Sunday  School.     Frederika  Beard. 
Peloubet's  Teacher's  Quarterly.     Third  Quarter,  1900. 

The  Primary. 

Practical  Primary  Plans.     Israel  P.  Black. 
The  Primary  Teacher.     Martha  Van  Marter. 

Adolescence. 

The  New  Life — A  Study  of  Regeneration.     Arthur  H.  Daniel.     Amer- 
ican Journal  of  Psychology,  Vol.  VL 

The  Study  of  Adolescence.  William  H.  Burnham.  Ped.  Sem.,  Vol.  L 
The  Moral  and  Religious  Training  of  Adolescents.  Ped.  Sem.,  Vol.  VL 
Adolescence — Psychology  and  Pedagogy  of.     Ped.  Sem.,  Vol.  V. 

Methods  of  Work. 

Ways  of  Working.     Rev.  A.  F.  Schauffler,  D.D. 

A  Manual  of  Sunday  School  Methods.     Addison  Pinneo  Foster,  D.D. 

How  to  Make  a  Sunday  School  Go.     A.  T.  Brewer. 

The  Bible  School.     Rev.  A.  H.  McKinney,  Ph.D.   • 

Normal  Studies. 


The  Series  by  Dr.  Jesse  Lyman  Hurlbut. 

Those  by  Professor  H.  M.  Hamill. 

Those  by  Professor  George  W.  Pease. 

The  Complete  Normal  Manual,  by  W.  J.  Semelroth. 


1 

Date  Due 

i 

1 

1 

i 
1 

f 

